Exploring the use of web-based learning tools in secondary school classrooms

Abstract

This study explored the impact of Web-Based Learning Tools )WBLTs), also known as learning objects, in secondary school mathematics and science classrooms. Surveys, open-ended questions, and student performance data were collected from a sample of 8 teachers and 333 students. Teachers rated the learning benefits, quality, and engagement value of WBLTs very high. Students rated these same features moderately high. Student performance with respect to remembering, understanding, applying, and analyzing concepts increased significantly )28–53%) when WBLTs were used. Qualitative data suggested that a number of students reacted positively to the following qualities of WBLTs: visual supports, learning benefits, ease of use, animations, graphics, and engagement. Some students were concerned about pace )too fast), challenge level )too hard), and the quality of help features when using WBLTs. Overall, it appears that the WBLTs used in this study had a positive impact on teacher and student attitudes, as well as student learning performance.