An Evaluation of a Self-Paced Approach to Elementary Chemistry Instruction.

Autor/in	Schaumburg, Gary F.
Institution	Cerritos Coll., Norwalk, CA. Office of Institutional Research.
Titel	An Evaluation of a Self-Paced Approach to Elementary Chemistry Instruction.
Quelle	(1973), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Chemistry; College Students; Comparative Analysis; Dropout Research; Followup Studies; Institutional Research; Postsecondary Education; Program Evaluation; Research Reports; Science Instruction; Teaching Methods; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Chemie; Collegestudent; Follow-up studies; Kontaktstudium; Institutionelle Forschung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Research report; Forschungsbericht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The objectives of this study were: (1) to compare retention rates between self-paced (SP) and classical lecture (CL) chemistry students as measured by the proportion of students who received a withdrawal or unofficial withdrawal grade; (2) as indicated by the distribution of final grades, to compare student achievement between SP and CL students; and (3) to conduct a follow-up study as to what happens to Chemistry 2 students after they complete or withdraw from the course. To carry out the study objectives, grade reports and current enrollment status records were obtained for all students who had enrolled in an SP or CL Chemistry 2 course during the Spring and Fall 1971. Results of the study showed that: (1) the withdrawal rate was significantly greater with the SP approach than with the CL approach; (2) significantly more CL students attained successful achievement; (3) the proportion of students earning the highest grades was higher for the SP group; (4) a significantly higher proportion of CL Chemistry 2 students enrolled in General Chemistry; (5) a greater proportion of SP students passed General Chemistry; (6) a greater proportion of SP students attained successful achievement in General Chemistry; (7) a significantly greater proportion of SP Chemistry 2 withdrawals re-enrolled in Chemistry 2; and (8) the "net withdrawal rate" for the SP students was significantly greater. An appendix provides a table of 11 SP re-enrollees who passed Chemistry 2 the second enrollment. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC