An intensive ICT-integrated environmental learning strategy for enhancing student performance

The purpose of this study is to design information communication technology (ICT) courses
related to experimental chemistry for junior college freshmen (aged from 16 to 18), entitled
“ICT-integrated environmental learning”, and to assess the learning performance of these
students after completing the courses. This study adopts a quasi-experimental approach to
evaluate the learning of two groups of students after completing a nine-week semester
syllabus. Aided by ANCOVA data, we probe the processes of the students‟ chemistry
learning, its effectiveness and their attitudes. The result analyses verify that our ICTintegrated
environmental learning has a more significant effect on the students‟ learning
performance. Therefore, it is our goal to design an effective approach for upgrading
students‟ cognizance and learning attitudes. The results obtained from our ICT-integrated
environmental learning when compared with other chemical experimental results show the
same positive and scientific perspective for academic research.