Exploring the Impact of Web-Based Learning Tools in Middle School Mathematics and Science Classrooms
Robin Kay, UOIT, Canada
JCMST Volume 30, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study examines the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, quality of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment.
Kay, R. (2011). Exploring the Impact of Web-Based Learning Tools in Middle School Mathematics and Science Classrooms. Journal of Computers in Mathematics and Science Teaching, 30(2), 141-162. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Karina Hensberry, University of South Florida St. Petersburg, United States; Emily Moore & Katherine Perkins, University of Colorado Boulder, United States
Journal of Computers in Mathematics and Science Teaching Vol. 34, No. 3 (July 2015) pp. 273–298
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