Integrating the microcomputer into the high school chemistry classroom: An evaluation

Thomas W Adams, Purdue University

Abstract

This study evaluated the implementation plan for integrating computers into an entire year of a high school chemistry curriculum to complement classroom instruction. Stufflebeams's CIPP (context, input, process, product) evaluation model was used as the prototype in the study. The evaluation focused on the effects of the computer integration on three areas of interest, the classroom domain, the teacher domain, and the student domain. The classroom domain evaluation addressed the problem of how a traditional H.S. chemistry classroom might be rearranged into an electronic classroom. The teacher domain evaluation addressed four problem areas: (1) How might available software and hardware address learning problems in chemistry? (2) How might some modern techniques for collecting and analyzing lab data be integrated into the curriculum? (3) How do management techniques in computerized classrooms differ from those in traditional classrooms? (4) How are teachers' feelings about themselves and their role in the classroom affected by the transformation from a traditional to an electronic classroom? The student domain evaluation examined the following four areas of interest which compared students in computerized classes with students in traditional classes: (1) proficiency in the writing of reports, (2) achievement on chemistry tests, (3) development of science process skills, and (4) experience with and feelings about using computers. The two teachers and most students judged the integration of computers into the chemistry curriculum as quite acceptable. The moving of furniture to permit use of the computers was somewhat distracting to both students and teachers, but both indicated computer usage should be continued and expanded. Use of computerized spreadsheets proved to be quite popular and useful. CAI tutorials were found to be neither superior nor inferior to traditional instruction for the four topics for which appropriate software was available. Students using a computerized data base did score significantly higher than students taught in a traditional manner on a test of elemental periodicity. While the teachers found the computer a very useful tool for management activities as well as instruction, they also indicated a need for support with hardware maintenance and time to become familiar and comfortable with the software.

Degree

Ph.D.

Advisors

Herron, Purdue University.

Subject Area

Secondary education|Chemistry|Curricula|Teaching|Educational software

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