Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection

Authors

  • Aloys Iyamuremye University of Rwanda, College of Education https://orcid.org/0000-0003-3968-8757
  • Ezechiel Nsabayezu University of Rwanda, College of Education
  • Janvier Mukiza University of Rwanda, College of Education

DOI:

https://doi.org/10.3991/ijet.v17i12.30129

Keywords:

Web-based discussion, student’s performance, positive reflection, organic chemistry, and teaching and learning

Abstract


The current study explores students’ reflection and conception towards the utilization of web-based discussion in teaching and learning organic chemistry. The study seeks to investigate the influence of web-based discussion on students’ performance in teaching and learning organic chemistry. A total of 153 senior three students were involved in the study. A mixed research approach was used to collect data whereby an achievement test was used to collect quantitative data while an open-ended questionnaire was used to collect qualitative data. A paired t-test was used to analyze quantitative data while interpretive analysis was used to analyze qualitative data. The results revealed that a web-based discussion is a powerful tool that enhances students’ performance in organic chemistry (p˂ 0.05, df =152). Students reflect positively on the effectiveness of web-based discussion as it helps them to share knowledge and experience, enhance interaction, confidence, and motivation. Some challenges were also highlighted including insufficient computer, smartphone, and internet connection.

Cover iJET Vol. 17 No. 12 (2022)

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Published

2022-06-21

How to Cite

Iyamuremye, A., Nsabayezu, E., & Mukiza, J. (2022). Web-Based Discussion in Teaching and Learning Organic Chemistry: Student’s Conception and Reflection. International Journal of Emerging Technologies in Learning (iJET), 17(12), pp. 252–257. https://doi.org/10.3991/ijet.v17i12.30129

Issue

Vol. 17 No. 12 (2022)

Section

Short Papers

License

Copyright (c) 2022 Aloys Iyamuremye, Ezechiel Nsabayezu, Janvier Mukiza

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