Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation towards Learning Chemistry in an Organic Chemistry lecture course.

摘要

Exposure to organic chemistry concepts in the laboratory can positively affect student performance, learning new chemistry concepts and building motivation towards learning chemistry in the lecture. In this study, quantitative methods were employed to assess differences in student performance, learning, and motivation in an organic chemistry lecture course between groups of students who take the laboratory and lecture simultaneously or separately. Grades in organic chemistry lecture (CHEM 624 and 626) courses were collected from 2008-2010 (fall and spring semesters) to measure difference in student performance. To measure student learning and motivation, data was collected from students enrolled in organic chemistry I (CHEM 624) lecture course (N = ∼ 500) in fall 2011. Grades on questions that included specific organic chemistry concepts (example acid-base chemistry, racemic mixture, dehydration, and hydroboration) were collected along with overall exam grades to measure student learning chemistry concepts. These concepts were sometimes introduced in laboratory prior to the lecture and during some other times were introduced in the lecture prior to the laboratory. Chemistry Motivational Questionnaire (CMQ) was conducted on students after midterm and before finals to measure student motivation. From various quantitative analysis (correlations, ANOVA, linear regressions) performed it was apparent that student performance, learning, and motivation were significantly better among students who take laboratory and lecture course simultaneously rather than separately. It was also observed that overall student motivation for the concurrent lab group increased with time over the semester. Results presented includes comparison in student performance (grades), learning, and motivation based on sequence they took the laboratory and lecture, and how demographic and academic measures (ACT score, high school GPA, gender, ethnicity, and different majors) affect student performance, learning, and motivation in the organic chemistry lecture course.