Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study.

Hanson, Ruby

This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts.

CHEMISTRY education; ANALYTICAL chemistry; BLENDED learning; HIGHER education; CHEMICAL reactions

Science Education International, 2020, Vol 31, Issue 1, p22

1450-104X

Academic Journal

10.33828/sei.v31.i1.3