Effect of Asynchronous Learning on Students' Academic Achievement in Chemistry at the Secondary Level
DOI:
https://doi.org/10.62997/psi.2025a-41038Keywords:
Asynchronous Learning, Videos, Email, WhatsAppAbstract
This study was carried out to examine the impact of asynchronous learning on the academic performance of chemistry students. The entire population consisted of students enrolled in 9th-grade Chemistry during the 2023-2024 academic year. Random sampling techniques were employed to select students, ensuring that both genders were represented in the sample. A total of one hundred students were allocated to a control group and an experimental group. The pretest results confirmed that both groups had similar academic abilities since their performances in the 8th grade were matched. Various topics from the 9th grade were chosen for the intervention. Two types of tools were used: one being the pretest and the other involving asynchronous videos and emails. The asynchronous videos included recorded lectures and animations, while WhatsApp was utilized for communication and student guidance. The WhatsApp group also responded to students' inquiries about the asynchronous videos. This intervention lasted for a duration of three months. At the end of the three-month period, a post-test was given to assess the results. The compiled data was analyzed using a t-test. The findings indicated that the academic performance of the students in the experimental group surpassed that of the control group. It was also observed that the academic performance of students in the experimental group improved significantly, as evidenced by the differences between the pretest and post-test scores. The study concluded that asynchronous learning positively influenced the academic success of the students in the experimental group.
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