Web-based instruction towards developing higher order thinking skills of students in biochemistry

• Main Author: Rafael, Rosalie Requito
• Format: text
• Language: English
• Published: Animo Repository 2003
• Subjects: Computer-assisted instruction; Thought and thinking > Study and teaching; Learning strategies; Biochemistry > Study and teaching (Higher); Educational Technology
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/9; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1008/viewcontent/CDTG003571_P.pdf
• Institution: De La Salle University

This quantitative and qualitative study based on Ausubel's theory of meaningful learning probed the effectiveness of web-based instruction in developing the higher order thinking skills of students in biochemistry. Samples were students in Bachelor of Science in Chemistry of the Central Luzon State University, Science City of Munoz, Nueva Ecija. It was conducted during the second semester of school year 2002-2003. Phenomenographic data and those taken from observations, questionnaires and interviews were triangulated with an analysis of students' performance on examinations, oral/written reports, and web-based transcripts. Results indicated that web-based instruction has the potential to develop higher order thinking skills of students in biochemistry. The statements made by the students during classroom discussion was clustered in the phase I category, which is sharing and comparing of information. The written examinations and reports showed evident responses to application and synthesis, slightly evident responses to synthesis questions, and very evident responses to evaluation questions. Generally, evident responses were noted in their written examination and reports. The web-based transcripts indicated that students analyzed, synthesized and evaluated information gathered from the web in answering the questions in the study guide given by the teacher. In addition, learning styles and learning strategies were found to be related to the students' performance on higher order thinking skills. The often used learning strategies by the students helped in the development of their higher order thinking skills as this was found to be strongly related to their performance in written examinations and reports. The visual learners were also found to perform better using web-based instruction.