The impacts of class websites on student engagement in middle school science

Abstract

The purpose of this action research-based classroom project was to understand the impacts of class websites on student engagement in middle school science as well as on student autonomy, student attitude towards homework, and teacher practices. This study was a descriptive study in which 7th and 8th grade science students were observed over a period of a little over four months during which class websites were used in a variety of capacities. It was determined through direct observation, interviews, class assignments, and surveys that class websites increase students' sense of autonomy, but do not change students' feelings about homework. From this research it could not be determined if student engagement is affected by the use of websites, but it was found that teacher practices were positively influenced.