Improvements in Undergraduate Science Education Using Web-Based Instructional Modules: The Natural Science Pages

Despite the rush to place educational material online, little quantitative data exists on the value of Web-based course content. In 1998, I created a content-rich Web site (The Natural Science Pages) to enhance science pedagogy in a required, interdisciplinary, non-major science course at John Jay College. Prior to the launch of this site, the large class size (>150) and diverse student body had presented challenges in science instruction. Since launch, the site has proved overwhelmingly successful at enhancing science comprehension. Student performance on standard exams was significantly higher in two semesters after launch than in the semester before launch. The percentage of students receiving a grade of C or better in the course increased from 68% before launch to approximately 78% after launch, and course failures decreased from 8.5% before launch to <5% in two semesters after launch. Over 90% of students responding to a classroom survey felt that the Web site helped them understand the subject matter taught in the course, and approximately 70% of students responded that the Web site helped improve their grade in the course. The site also helped improve student-instructor communication in the course by increasing the number of students who posed questions to the instructor outside of class-time by 5%. Enhanced Web content is perceived by students as an effective way to increase interest and comprehension in undergraduate science education.