THE EFFECTS OF ONLINE HOMEWORK ON FIRST YEAR PRE-SERVICE SCIENCE TEACHERS’ LEARNING ACHIEVEMENTS IN GENERAL CHEMISTRY
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Abstract
The purpose of this research was to investigate the pre-service science teachers’ learning achievements and the correlations of online homework scores, post-test scores, final grading scores and normalized gain in general chemistry. The sample group consisted of 60 first year pre-service science teachers who were enrolled in General Chemistry (SCE 1401) at Suan Sunandha Rajabhat University. The tools for data collection were a learning achievement test and online homework of each unit. The statistics used for data analysis were mean, t-test for dependent samples, as well as normalized grain.
The results revealed that student post-test scores in general chemistry course were significantly higher than their pre-test scores at the 0.01 level. Student learning progression as, represented by normalized gain, increased after the online homework treatment. There was a positive correlation (0.309–0.845) among online homework scores, final grading scores and the normalized gain in this study. For this reason, online homework was considered as a qualified predictor of the student learning achievement score and final grading score. It is likely that the immediate feedback given after the online homework may have helped students realize which areas of development they needed to focus on before the examination. Additionally, it was discovered that the online homework may improve student learning habits in this general chemistry course.
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