Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms

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Kay, R. & Knaack, L. (2009). Analysing the Effectiveness of Learning Objects for Secondary School Science Classrooms. Journal of Educational Multimedia and Hypermedia, 18(1), 113-135. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30362.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 18, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Robin Kay, Liesel Knaack, University of Ontario Institute of Technology, Canada

Abstract

The current study offers a comprehensive, systematic analysis of learning objects used in secondary school science classrooms. Five reliable and valid measures were used to examine the effectiveness of learning objects for 503 students and 15 teachers in 27 science classrooms. The results suggest that teachers typically spend 1-2 hours finding learning objects and preparing lessons that often focus on the review of previous material. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, almost 40%, when learning objects were used in conjunction with a variety of teaching strategies including brief introductions, letting students work on their own, and providing guiding handouts. It is reasonable to conclude that science-based learning objects are effective teaching tools in the secondary school environment.

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