School of Education


Doctor of Education (EdD)


Scott Watson


achievement, chemistry, postsecondary, probeware, self-efficacy, technology-driven


Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | Higher Education and Teaching | Instructional Media Design | Science and Mathematics Education


The purpose of this study was to establish if distinction exists in both student achievement and self-efficacy through the application of technology-based instructional approach in the laboratory environment of undergraduate chemistry courses. The achievement of 52 college students in the southeastern region of the United States was measured through one posttest assessment. Following this assessment, students were examined through a self-efficacy scale to determine preexisting thoughts of working in an undergraduate chemistry laboratory environment, as well as peer interaction. Accordingly, three separate college chemistry I courses were used to generate data via a nonequivalent control group design. From the three courses, one class was labeled as the treatment group, while the two remaining classes were collectively labeled as the control group. The treatment group was made up of 22 participants, while the control group was comprised of 30 participants. Students in both the control and treatment groups completed the same laboratory experiments; however, the control group used traditional methods for conducting the laboratory experiments while the treatment group implemented a technology-based approach. To measure achievement, data was gathered through the administration of the Conceptual Problems Gases Test (CPGT). Self-efficacy was measured through the College Chemistry Self-Efficacy Scale (CCSS). Results from both instruments were shown through independent samples t-tests; furthermore, as reflected by p values, the technology-driven application did not have a statistically significant difference on student achievement.