Web Based Applications in Chemistry Education: A Qualitative Meta Synthesis

This qualitative meta-synthesis examined learners’ and teachers’ experiences with web-based learning applications in chemistry education, focusing on their benefits, challenges, and technological and pedagogical factors. Following the PRISMA framework, searches of Google Scholar, Crossref, and ERIC identified 2,034 records. The substantial reduction primarily resulted from the exclusion of books (n = 1,309) and records removed through automated processes (n = 582), alongside duplicate removal (n = 49). After title and abstract screening, retrieval, and full-text eligibility assessment, 10 studies met the inclusion criteria and were appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research. Thematic synthesis identified five major themes concerning the benefits, challenges, and implementation of web-based chemistry learning. Reported benefits included improved academic achievement, collaboration, engagement, flexibility, and accessibility, whereas challenges involved teacher readiness, technological support, infrastructure, and resource limitations. Effective implementation was associated with sound pedagogical practices, including teacher guidance, student-centered learning, scaffolding, and timely feedback, as well as technological factors such as accessibility, technological readiness, interactive learning environments, and reliable digital support. These findings highlight the importance of integrating sound pedagogy with adequate technological support to facilitate meaningful web-based chemistry learning experiences.