NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED081409
Record Type: Non-Journal
Publication Date: 1973
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Evaluation of a Self-Paced Approach to Elementary Chemistry Instruction.
Schaumburg, Gary F.
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)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Cerritos Coll., Norwalk, CA. Office of Institutional Research.