The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5519 |
| Date | 05 1900 |
| Creators | Stratton, Eric W. |
| Contributors | Mason, Diana, Golden, Teresa D. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Use restricted to UNT Community (strictly enforced), Copyright, Stratton, Eric W., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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