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ERIC Number: EJ1017124
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Reference Count: 41
Improving Student Performance in Organic Chemistry: Help Seeking Behaviors and Prior Chemistry Aptitude
Horowitz, Gail; Rabin, Laura A.; Brodale, Donald L.
Journal of the Scholarship of Teaching and Learning, v13 n3 p120-133 Aug 2013
Organic Chemistry is perceived to be one of the most challenging of undergraduate science courses, and attrition from this course may impact decisions about pursuing a professional or academic career in the biomedical and related sciences. Research suggests that chemistry students who are strategic help seekers may outperform those students who avoid seeking help, and that encouraging self-regulated learning behaviors can benefit academically at-risk students. In the current study we present the results of action research conducted in an Organic Chemistry classroom at a large, urban, public university over the course of three semesters. Results suggest that encouraging academic help seeking, a type of self-regulated learning, improves student outcomes. Implications for other science courses and for similar student populations (underrepresented minorities and first generation to attend college) are discussed.
Descriptors: Organic Chemistry, Help Seeking, Undergraduate Study, Science Instruction, Action Research, At Risk Students, Urban Universities, State Universities, Metacognition, Learning Strategies, Minority Group Students, First Generation College Students, Academic Achievement, Teaching Methods, Regression (Statistics), Disproportionate Representation, Teacher Student Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A