A Web page design on the solutions chemistry and study of the effectiveness of computer assisted learning

ABSTRACT The aim of this study is to research the effect of internet-based learning on the success of the student. By this aim,a web-based teaching process is designed and applied by using simulations and animations related with the subject of solutions in the 10th class chemistry curriculum. The influences of the activities like the attitudes of the students toward computers and internet, their logical thinking abilities, and attitudes toward simulations are examined concerning the criteria of whether the student used internet before or not, and if they did, in which aim they used it. In addition, the attitudes of chemistry class of high school-2 students toward the chemistry and their achievements in chemistry courses are also examined. On the other hand, the differences in the attitudes of the students of super high school, profession high school and normal high school, that have different curriculums and different student capabilities were discussed. The studies were realized in the 2001-2002 school period with 32 students from super high school, 18 students from normal high school in Buca High school, and 34 students from Buca Anatolia Profession and Profession High school. 5 instruments were used in this research as pretest and protest: Science Achievement Scale, Computer Attitude Scale, Chemistry Attitude Scale, internet Attitude Scale, Simulation Attitude Scale, and Logical Thinking Ability Test. The students were divided into two groups as Control Group and Experimental Group. The solutions subject was learned by classic method to control group (KG) and by internet-based teaching method to experimental group(DG). As a result of the analysis, it is seen that there is no significant change in the attitudes and the successes of the students in KG, whereas there is a positive progress in the attitudes of the students in DG toward chemistry, computer, internet and simulations attitudes. Furthermore, when the experiment groups of the schools are compared with each other, it is determined that while a significant difference is not seen in the nsimulation and computer attitudes after the practice, a significant difference appears in the attitudes toward chemistry and internet after the practice. m