ENHANCING STUDENT PERFORMANCE IN FIRST YEAR CHEMISTRY THROUGH WEB -BASED LEARNING IN AN OPEN DISTANCE UNIVERSITY CONTEXT

Abstract

This paper reports the results of a study to assess the impact of MasteringChemistry® on student performance in chemistry. The proprietary MasteringChemistry® is a web-based tutoring application and assessment system currently used in first year chemistry modules at the University of South Africa (Unisa). This web-based programme provides supplementary work, giving students practice with instructor-assigned problems. The system is able to coach students with feedback specific to their needs and with simpler problems upon request. The application also provides the individual student with immediate and specific feedback on incorrect or partially incorrect answers. There is great potential for web-based learning in an open distance-learning environment. In particular, in subjects such as chemistry where problem-solving strategies are intrinsic to the learning process, the internet could be an effective medium for teaching and learning. The rationale for this study was to explore new teaching strategies to increase the pass rate in chemistry. A profile of the student demographic, with data gathered from registration records, is presented. Data collection on student assessment occurred through the instructor diagnostic tools in the MasteringChemistry® application or with the assistance of the Unisa Examination Administration. Here we present preliminary results that indicate that most students who regularly accessed the material achieved better examination results than those who did not. This pilot study has led to improved and innovative formative assessment practices by the academic staff in the Chemistry Department at Unisa. It further formed an interesting and challenging learning experience for staff investigating web-based approaches directed at improvement of their assessment activities.