A Review on the Effect of Technology Integration on Students’ Performance in Organic Chemistry Assessments and Laboratory Activities
DOI:
https://doi.org/10.54536/ajiri.v5i3.8354Keywords:
Laboratory Activity, Organic Chemistry, Science Education, Students’ Performance, Technology-IntegrationAbstract
This study was conducted to determine the effect of technology integration in teaching organic chemistry. Specifically, it reviewed its effect in terms of students’ performance in assessments and laboratory activities. The research used in this meta-analytic review includes those that are published in a peer-reviewed journal published from 2014-2024. These were then classified into three distinct groups: videos, meetings, and applications. For developing countries like the Philippines, determining and adapting best practices in technology integration can bridge significant gaps in educational quality. Based on a thorough investigation and analysis of available research about technology integration in organic chemistry, it was found that there is no significant difference between the effect of active learning in organic chemistry for both online and in-person classes. The reasons for this advantage include effective content delivery, reduced difficulties and increased comprehension in understanding material, and drawing stronger connections between lecture topics and laboratory activities. The integration of technology in teaching organic chemistry has also shown to yield positive results, in particular via laboratory video instructions. This received increased student acceptance, especially during the pandemic. These materials had improved students’ efficiency and knowledge in laboratory activities, and increased their independence in chemical techniques. A positive correlation was also found between self- concept ability and assessments; students who engaged more in interactive lectures and quizzes performed better. Interestingly, it is discovered that its effect on students’ techniques and calculations was negligible. The performance of students using an application was similar to that of those using traditional approaches in problem-solving. Teachers demonstrated improved ICT skills after the pandemic. While online instruction can be a viable alternative for teaching organic chemistry, both students and teachers preferred in-person classes.
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