Metacognition in Chemistry Education.

Abarro, Rolly Q.; Asuncion, Joel E.

doi:10.15863/tas.2021.03.95.1

Cited by 5 publications

(2 citation statements)

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“…Because of its contributions to other sciences, including biology, physics, nutrition, and health, chemistry is regarded as the foundational science [8]. However, chemistry is generally regarded as one of the most difficult science courses to comprehend, and as a result, fewer students choose to enroll in it [9].…”

Section: Introductionmentioning

confidence: 99%

Indicators of senior high school students’ performance in online chemistry learning during the COVID-19 pandemic

Vallespin¹,

Prudente²

2023

World J. Adv. Res. Rev.

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Due to the COVID-19 pandemic, all private and public schools in the Philippines were forced to conduct all their classes online. In light of this, the study's objective was to look at the performance indicators of senior high school students taking online chemistry lessons in both public and private institutions in Northern Mindanao, Philippines. With 100 participants, a quantitative investigation using an online survey questionnaire was conducted. The results showed a statistically significant positive impact on collaborative skills (CS), creativity and innovation (CI) during online and distance chemistry learning. By gender, there were statistically significant differences in students' overall achievement (OA), participation level (PL), and collaborative skills (CS). The strongest correlations among the six performance indicators for students were seen in the areas of collaborative skills (CS) and technology application (TA). These results showed that, in the students' perspective, the COVID-19 pandemic gave chances for students' performance in online chemistry classes to strengthen their creativity and critical thinking skills.

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Section: Introductionmentioning

confidence: 99%

Indicators of senior high school students’ performance in online chemistry learning during the COVID-19 pandemic

Vallespin¹,

Prudente²

2023

World J. Adv. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…Chemistry is regarded as the central science for its contribution to other sciences such as Biology, Physics, Nutrition, and Health [9]. However, chemistry is mainly viewed as one of the most challenging subjects to understand among the science subjects, and as a result, it attracts fewer students to enroll in it [10].…”

Section: Introductionmentioning

confidence: 99%

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

et al. 2021

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All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students’ performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman’s Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students’ critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students’ performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students’ performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.

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Promotion of Student Success and Positive Chemistry Course Perception through Frequent Metacognitive Reporting

Richards-Babb,

Gordon,

Mersing

et al. 2025

J. Chem. Educ.

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Metacognition in Chemistry Education.

Cited by 5 publications

References 0 publications

Indicators of senior high school students’ performance in online chemistry learning during the COVID-19 pandemic

Indicators of senior high school students’ performance in online chemistry learning during the COVID-19 pandemic

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

Promotion of Student Success and Positive Chemistry Course Perception through Frequent Metacognitive Reporting

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