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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/768
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dc.contributor.advisorNipaporn Chalermnirundorn-
dc.contributor.authorSsekamaanya, Nouredine-
dc.date.accessioned2022-03-03T01:33:01Z-
dc.date.available2022-03-03T01:33:01Z-
dc.date.issued2018-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/768-
dc.descriptionThesis (M.Ed.（Curriculum and Instruction)) -- Rangsit University, 2018en_US
dc.language.isoenen_US
dc.publisherRangsit Universityen_US
dc.subjectChemistry -- Study and teaching -- Researchen_US
dc.subjectLearning, psychology of -- Case studiesen_US
dc.subjectEducational technology -- Study and teachingen_US
dc.titleAn experimental study of VCL and CSCL to enhance students learning achievement and engagement in chemistryen_US
dc.typeThesisen_US
dc.description.other-abstractVirtual Chemistry Labs (VCLs) are among the emerging technologies being used in education today. Of the various educational uses of this pedagogy, the focus of this research targeted two objectives; first, comparing the students learning achievement using VCL together with computer-supported collaborative learning (CSCL) to that of real labs (RL) and secondly investigating students’ learning engagement using VCL together with CSCL. A quantitative study using pre-test and post-tests and classroom observations were used to measure the students’ learning achievement and engagement respectively during chemistry lessons. The results of post-test indicated that students’ learning achievement significantly increased after performing virtual chemistry lab experiments. The average post-test mean score was 34.25 as opposed to pre-test 26.65 before VCL and CSCL were applied to carry out the study. The significance level from post-tests of both groups was 0.000. This is a statistically significant figure implying that the experimental group had a better performance from the posts-tests than the control group. Similarly, observation results also indicated student engagement. In fact, 80% of the time was spent by students actively engaged in VCL activities and collaboratively working together with their peers. In addition to this research, possible directions for further research in the use of VCL were discusseden_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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