Abstract
This chapter focuses on junior college students’ academic achievement and learning attitudes after exposure to an ICT-integrated experimental chemistry course. This study adopted the quasi-experimental approach and divided students into two groups. Aided by ANCOVA data, this study probed students’ chemical learning effects and attitudes in detail. Major results indicate what assessments of students’ ICT-integrated learning can be achieved and upgraded at the initial level by a NSC-funded project. Presentations of students’ ICT performances can be analyzed and implemented at the module level.
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Acknowledgment
The author would like to thanks editors of this book and the anonymous reviewers of this paper for their kind assistance and helpful suggestions. A short but sincere thank you must also be given for the patronage of the National Science Council, R.O.C in Taiwan (under grant No. NSC 95-2511-S-237-001 and NSC 98-2511-S-237-001). Without their help, our study could not have been completed. Finally, thanks must also be given to all the teachers and students who participated in this research study.
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Su, KD. (2013). An Integrated-ICT Assessment for College Students’ Performances of Chemical Learning. In: Chiu, MH., Tuan, HL., Wu, HK., Lin, JW., Chou, CC. (eds) Chemistry Education and Sustainability in the Global Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4860-6_21
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DOI: https://doi.org/10.1007/978-94-007-4860-6_21
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