The effects of a computer-based multimedia general chemistry laboratory manual on student attitudes and achievement as related to gender, ethnicity, self-confidence and knowledge of chemical term

Statement of the problem. Science educators have attempted to determine new ways to attract and retain students in science. Educators, therefore, have begun to explore the use of multimedia computer technology as a means of reaching underrepresented students. The purpose of this study was to examine the effects of a computer-based multimedia general chemistry laboratory manual on student attitudes and achievement. Student attitudes were measured in terms of attitude toward the laboratory course and chemistry, attitude toward women and minorities in science and level of self-confidence in their chemistry laboratory ability. Differences in the effects of the multimedia manual that were related to gender, ethnicity, initial level of self-confidence and knowledge of chemical terms were also examined. Finally, differences in student usage of the multimedia manual were studied.;Methods. Pretreatment and posttreatment questionnaires were administered to 37 control group and 41 experimental group students in a general chemistry laboratory course. Students in the experimental sections were given the opportunity to use a multimedia version of their laboratory manual on the campus computer network. Weekly student interviews were conducted in order to explore in further detail student attitudes toward the multimedia manual, attitudes toward the course and chemistry and self-confidence in laboratory ability.;Results. Due to low usage of the multimedia manual, no differences between control and experimental students were found for attitudes or achievement. However, females, minorities and low self-confidence students used the multimedia manual in higher proportion than their counterparts. Changes in female attitudes toward the course and chemistry were significantly better than for male students. Finally, students with initially high levels of self-confidence achieved higher laboratory grades than students with low self-confidence.;Conclusions. Although the low rate of usage of the multimedia manual caused there to be few measurable benefits, the results suggest that the computer program did appeal to students who are traditionally at increased risk of leaving science: minorities, females and students with low self-confidence.