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Differences between Lab Completion a...

Corsi, Gianluca.

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Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program./
作者:	Corsi, Gianluca.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
標題:	Education, Environmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3462962
ISBN:	9781124748719

Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program.
Corsi, Gianluca.

Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program. - 174 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ph.D.)--Northcentral University, 2011.

Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p < .001; Home Chemicals lab t(114) = 8.585, p < .001; Water Use lab, t(116) = 6.657, p < .001; Trees and Carbon lab, t(113) = 9.921, p < .001; Stratospheric Ozone lab, t(112) =12.974, p < .001; Renewable Energy lab, t(115) = 7.369, p < .001. The end of the course Scientific Skills quiz revealed statistically significant improvements, t(112) = 8.221, p < .001. The results of the two surveys showed a statistically significant improvement on student Scientific Self-Confidence because of lab completion, t(114) = 3.015, p < .05. Because age and gender were available, regression models were developed. The results indicated weak multiple correlation coefficients and were not statistically significant at alpha = .05. Evidence suggests that labs play a positive role in a student's academic success. It is recommended that lab experiences be included in all online Environmental Science programs, with emphasis on open-ended inquiries, and adoption of online tools to enhance hands-on experiences, such as virtual reality platforms and digital animations. Future research is encouraged to investigate possible correlations between socio-demographic attributes and academic success of students enrolled in online science programs in reference to lab completion.

ISBN: 9781124748719Subjects--Topical Terms:

1029977
Education, Environmental.

Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program.
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