The effect of chemistry activities supported by web 2.0 tools on students' academic success, attitudes to chemistry course and information technologies

Objective: In this study, the aim is to compare the effect of inquiry-based activities supported by web 2.0 tools on students' success, attitudes towards the chemistry lesson and information technologies in the unit of "Acids, Bases and Salts" of the 10th-grade chemistry lesson with an inquiry-based activity-based approach. Material and Methods: In this study, activities prepared by taking into consideration the relevant achievements in the 2018 Chemistry Curriculum, using web 2.0 tools Padlet and Quizizz were implemented. Data collection tools used in the study were "Acids, Bases and Salts" unit success test, "Chemistry Lesson Attitude Scale" adapted by Şenocak to Turkish, and "Information and Communication Technology (ICT) Attitude Scale" developed by Eskicioğlu. The model of the study is pre-test-post-test control group semi-experimental design. In determining the groups in the study, the proximity of the first-term chemistry lesson success averages of the 2021-2022 academic year were taken into consideration. The study was conducted with a total of 51 students, consisting of an experimental group (n=26) and a control group (n=25), at a high school in Germencik district of Aydin province in the second term of the 2021-2022 academic year. In the seven-week study, lessons were covered using web 2.0 tools Padlet and Quizizz with the experimental group, while the control group covered the lessons according to the current curriculum. Reliability and validity analyses were performed for the developed success test, and for the success test and scales applied, dependent and independent groups t-test, Mann Whitney U test, Wilcoxon signed-rank test and one-way covariance analysis (ANCOVA) were used. Findings: The post-test scores of the "Acids, Bases, and Salts" (ABT) unit for the experimental group using inquiry-based activities supported by web 2.0 tools, and for the control group where lessons were covered using inquiry-based activities in the chemistry curriculum, showed a significant difference from the pre-test scores, however, there was no significant difference between the two teaching methods. The success of students in both control and experimental groups increased to a similar degree. No significant difference was found in students' attitudes towards the chemistry lesson. When examining the sub-dimensions of the chemistry attitude scale, a significant difference in evaluative beliefs about school chemistry was found only in the control group. However, when it comes to attitudes towards information technologies, there was a significant difference in favor of the experimental group and the effect size was high. When analyzing the sub-dimensions of the information technology attitude scale, a significant difference was found in both the usefulness and negative feeling sub-dimensions, as well as in both control and experimental groups' attitude scores. However, no significant difference was found between the two groups in either sub-dimensions. There was a significant difference in the sub-dimensions of positive feelings and concern-anxiety, in favor of the experimental group. Conclusion: It was found that activities, supported by the Web 2.0 tools Padlet and Quizizz, enabled tenth-grade students to increase their academic achievements, but did not make a significant difference between different teaching approaches and that there was no change in their attitudes toward chemistry lesson and that attitudes toward it technologies had a significant positive effect on the experimental group. Keywords: Acids, Bases, Chemistry, Padlet, Quizizz