Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

As the use of smartphones and tablets has become widespread among many students from kindergarten through college and university, instructors have been debating when and how to integrate the use of mobile devices into their classroom activities. Will the use of mobile devices impact student performance? Can these tools be used effectively as part of the educational process for research and learning? Will students see their use in the classroom only as a distraction or an opportunity for inappropriate multitasking? While an extensive body of research exists regarding students’ learning process and the development of a different perspective of educational environment, in a new design of classroom (Park & Choi, 2014) such as the active learning classroom (ALC) (Alexander et al, 2007), research studying the impact of teaching interventions on the development of students’ outcomes is limited. This study aims to compare the actual educational outcomes of students (11th grade) in chemistry studying in the ALC and the traditional classrooms. Two surveys in Google forms were conducted as a means of a similar hybrid approach for chemistry classes, mixing online content delivery with in-class problem solving, for diagnosing the educational effects of students’ learning in the ALC and comparing the results with those obtained regarding the traditional classroom.