Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course

Autor/in	Pakhira, Deblina
Titel	Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course
Quelle	(2012), (216 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-0319-0
Schlagwörter	Hochschulschrift; Dissertation; Organic Chemistry; College Science; Science Instruction; Lecture Method; Science Laboratories; Sequential Approach; Learning; Student Motivation; Learning Motivation; Statistical Analysis; College Students; Grades (Scholastic); Comparative Analysis; Majors (Students); Sex; Ethnicity; Grade Point Average; Scores; College Entrance Examinations; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schrittfolge; Lernen; Schulische Motivation; Motivation for studies; Lernmotivation; Statistische Analyse; Collegestudent; Notenspiegel; Geschlecht; Geschlechtsverkehr; Ethnizität; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2017/4/10