The purpose of the study was to assess the performance of pre-service teachers in three science formative assessment tests in an online learning environment. The participants consisted of 138 pre-service teachers (57 participated in synchronous session and 81 participated in asynchronous sessions). The study used a quasi-experimental design, non-equivalent groups post-test only. Tests were used to collect the data: Energy Concept Test (ECT), Teaching Energy Concept Test (TECT) and Basic Electronics Concept Test (BECT). ANOVA results revealed a significant effect of type of test on test scores of students at the p < 0.05 level for the three tests [F (2, 364) = 9.641, p = 0.000]. For the ECT, there was no significant difference in performance between synchronous group (M = 15.93, SD = 3.098) and asynchronous group (M = 14.75, SD = 3.691), t (1.791) p = 0.076. For the TECT, there was no significant difference in performance between synchronous group (M = 13.55, SD = 4.069) and asynchronous group (M = 13.97, SD = 3.312), t (-0.596) p = 0.553. Also, for the BECT, there was no significant difference between synchronous group (M = 16.53, SD = 2.727) and asynchronous group (M = 15.19, SD = 3.725), t (2.287) p = 0.024. Pre-service teachers’ performance in the three tests was higher than average. Online learning is an effective medium for teaching and learning of science and can be analogous to face-to-face instruction. Both synchronous and asynchronous environments prove effective for teaching and learning science.
Cite this paper
Dorsah, P. and Alhassan, A. (2021). Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests. Open Access Library Journal, 8, e7193. doi: http://dx.doi.org/10.4236/oalib.1107193.
Quacquarelli Symonds (2020) The Impact of the Coronavirus on Global Higher Education. Quacquarelli Symonds, London.
http://info.qs.com/rs/335-VIN-535/images/The-Impact-of-the-Coronavirus-on-Global-Higher-Education.pdf
Reimers, F., Schleicher, A., Saavedra, J. and Tuominen, S. (2020) Supporting the Continuation of Teaching and Learning during the COVID-19 Pandemic-Annotated Resources for Online Learning. Organisation for Economic Co-Operation and Development, Paris.
https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf
Azzi-Huck, K. and Shmis, T. (2020) Managing the Impact of COVID-19 on Education Systems around the World: How Countries Are Preparing, Coping, and Planning for Recovery.
https://blogs.worldbank.org/education/managing-impact-covid-19-education-systems-around-world-how-countries-are-preparing
Watson, J.F. and Kalmon, S. (2005) Keeping Pace with K-12 Online Learning: A Review of State-Level Policy and Practice. Learning Point Associates, Naperville.
http://www.learningpt.org/pdfs/tech/Keeping_Pace2.pdf
Sun, A. and Chen, X. (2016) Online Education and Its Effective Practice: A Research Review. Journal of Information Technology Education: Research, 15, 157-190.
http://www.informingscience.org/Publications/3502
https://doi.org/10.28945/3502
Sangrà, A., Vlachopoulos, D., Cabrera, N. and Bravo, S. (2011) Towards an Inclusive Definition of E-Learning. eLearn Center, Open University of Catalonia, Barcelona.
Lee, T. and Lee, J. (2006) Quality Assurance of Web Based E-Learning for Statistical Education. In: Rizzi, A. and Vichi, M., Eds., Compstat 2006—Proceedings in Computational Statistics, Physica-Verlag HD, Heidelberg, 429-438.
https://doi.org/10.1007/978-3-7908-1709-6_34
Deshmukh, V. and Sufian Forawi, A.J. (2012) The Role of E-Learning in Science Education Vis-A-Vis Teacher Training Institutes in Middle East. US-China Education Review A, 2, 142-148.
International Association for K-12 Online Learning (2011) The Online Learning Definitions Project. International Association for K-12 Online Learning (iNACOL), Vienna.
Ross, S.M. and Morrison. G.R. (2004) Experimental Research Methods. In: Jonassen, D.J., Ed., Handbook of Research on Educational Communications and Technology, 2nd Edition, Lawrence Erlbaum Associates, Mahwah, 1021-1043.
Food and Agriculture Organization of the United Nations (FAO) (2011) E-Learning Methodologies: A Guide for Designing and Developing E-Learning Courses. Food and Agriculture Organization of the United Nations, Rome.
Parsad, B. and Lewis, L. (2008) Distance Education at Degree-Granting Postsecondary Institutions: 2006-07 (NCES 2009-044). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington DC. https://nces.ed.gov/pubs2009/2009044.pdf
Teng, D.C.E., Chen, N.S., Kinshuk and Leo, T. (2012) Exploring Students’ Learning Experience in an International Online Research Seminar in the Synchronous Cyber Classroom. Computers & Education, 58, 918-930.
Eminue, U. O., Garba, A. and Njoku, C. I. (2020) Adoption of Synchronous Instructional Strategies and Students’ Academic Performance in Accounting in Secondary Schools in Akwa Ibom State, Nigeria. European Journal of Education Studies, 7, 265-276.
LeShea, A.V. (2013) The Effects of Synchronous Class Sessions on Students’ Academic Achievement and Levels of Satisfaction in an Online Introduction to Computers Course. Unpublished PhD Thesis, Lanier Technical College Faculty, Liberty University, Lynchburg.
Higley, M. (2013) Benefits of Synchronous and Asynchronous E-Learning.
https://elearningindustry.com/benefits-of-synchronous-and-asynchronous-e-learning
Oye, N.D., Salleh, M. and Iahad, N.A. (2012) E-Learning Methodologies and Tools. International Journal of Advanced Computer Science and Applications, 3, 48-52.
https://doi.org/10.14569/IJACSA.2012.030208
Holmström, T. and Pitkänen, J. (2012) E-Learning in Higher Education. A Qualitative Field Study Examining Bolivian Teachers’ Beliefs about E-Learning in Higher Education. Department of Education, Umeå University, Umeå.
Hewett, B.L. (2006) Synchronous Online Conference-Based Instruction: A Study of Whiteboard Interactions and Student Writing. Computers and Composition, 23, 4-31.
Izenstark, A. and Leahy, K. L. (2015) Google Classroom for Librarians: Features and Opportunities. Library Hi Tech News, 32, 1-3.
https://doi.org/10.1108/LHTN-05-2015-0039
Alim, N., Linda, W., Gunawan, F. and Md Saad, M.S. (2019) The Effectiveness of Google Classroom as an Instructional Media: A Case of State Islamic Institute of Kendari, Indonesia. Humanities & Social Sciences Reviews, 7, 240-246.
Clarke, S., Lindsay, K., McKenna, C. and New, S. (2016) INQUIRE: A Case Study in Evaluating the Potential of Online MCQ Tests in a Discursive Subject. Research in Learning Technology, 12, 249-260. https://doi.org/10.3402/rlt.v12i3.11257
Raymond, E., Atsumbe, B., Okwori, R. and Jebba, A.M. (2016) Comparative Effects of the Synchronous and the Asynchronous Instructional Approaches Concerning the Students’ Achievements and Interests in Electrical Engineering at the Niger State College of Education. International Journal of Engineering Pedagogy, 6, 4-9.
https://doi.org/10.3991/ijep.v6i3.5302
Davidson-Shivers, G., Muilenburg, L. and Tanner, E. (2001) How Do Students Participate in Synchronous and Asynchronous Online Discussions? Journal of Educational Computing Research, 25, 351-366.
https://doi.org/10.2190/6DCH-BEN3-V7CF-QK47
Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004) How Does Distance Education Compare with Classroom Instruction? A Metaanalysis of the Empirical Literature. Review of Educational Research, 3, 379-439. https://doi.org/10.3102/00346543074003379
Coogle, C. and Floyd, K. (2015) Synchronous and Asynchronous Learning Environments of Rural Graduate Early Childhood Special Educators Utilizing Wimba? and Ecampus. MERLOT Journal of Online Learning and Teaching, 11, 173-187.
Ward, M., Peters, G. and Shelley, K. (2010) Student and Faculty Perceptions of the Quality of Online Learning Experiences. International Review of Research in Open and Distance Learning, 11, 57-77. https://doi.org/10.19173/irrodl.v11i3.867
McBrien, J. L., Cheng, R. and Jones, P. (2009) Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning. The International Review of Research in Open and Distributed Learning, 10, 1-17.
https://doi.org/10.19173/irrodl.v10i3.605