A comparison of the effects of web-based learning and traditional instruction on pre-service teacher's self- regulated learning and achievement in Chemistry

Author : Elaosi Vhurumuku

Abstract :This comparative study investigated the effects of web-based learning and traditional instruction on pre-service teachers’ self regulated learning (SRL) and achievement in Chemistry. It utilized a two group post-test quasi-experimental design. In consecutive years two different groups of pre-service teachers were taught a chemistry module using traditional face to face instruction (n=144) and web-based learning respectively (n=148). At the end of each instructional period the pre-service teachers’ abilities in self regulated learning were measured using an online self-regulated learning questionnaire. Their academic achievement was measured from scores obtained in an end of semester examination which focused on three topics covered in the module-reaction kinetics, chemical equilibria and electrochemistry. Data were analysed using correlational analyses and the t-test. The results suggest that web-based learning has more positive outcomes on both SRL and academic achievement. Recommendations for teaching chemistry to pre-service teachers are fleshed out

Keywords :Web-based learning, pre-service teachers, chemistry, achievement, self-regulated learning.

Conference Name :"International Conference on Environment and Life Science (ICELS-25)"

Conference Place Bergen,Norway

Conference Date 21st Nov 2025