Various Learning Environments and Their Impact on Student Performance. Part II: PowerPoint versus Flash-based Self-Instruction

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 10 Issue 2 (2005) pp 78-81

Various Learning Environments and Their Impact on Student Performance. Part II: PowerPoint versus Flash-based Self-Instruction

Roberto Ma. Gregorius

Chemistry Department, University of Texas–Pan American, Edinburg, TX, 78539-2999, greg@utpa.edu
Received November 12, 2003. Accepted January 26, 2005.

Published online: 5 February 2005

Abstract. Thirty volunteers from the second semester of the general chemistry course were randomly divided into two groups. One group was given a PowerPoint–based self-instruction module on chemical equilibria and the other group was supplied with a Flash-based self-instruction module on the same topic. Overall student performance as well as performance in the three subcategories of information retention, concept understanding, and algorithmic problem solving were assessed. The results suggest that students in the Flash group performed slightly better in information retention and problem solving than those in the PowerPoint group. A markedly better performance for the Flash group was observed for the concept subtest.

Key Words: In the Classroom; general chemistry; course-content delivery; learning environments; teaching/learning aids

(*) Corresponding author. (E-mail: greg@utpa.edu)

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