ERIC Number: EJ1031939
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: N/A
Effects of Guided Inquiry versus Lecture Instruction on Final Grade Distribution in a One-Semester Organic and Biochemistry Course
Conway, Colleen J.
Journal of Chemical Education, v91 n4 p480-483 Apr 2014
A comprehensive guided-inquiry approach was used in a combined organic and biochemistry course for prenursing and predietetics students rather than lecture. To assess its effectiveness, exam grades and final course grades of students in three instructional techniques were compared. The three groups were the following: (i) lecture only, (ii) lecture for the biochemistry portion and guided inquiry for the organic material, and (iii) all guided inquiry, all with the same instructor covering the same material and using the same style of assessments. When the final exam grades and the course grades of students were compared, guided-inquiry and partial guided-inquiry students had a statistically significant improvement in these grades over students taught by lecture only. This study demonstrates that guided inquiry is effective in nonscience majors' classes, for which content is often tailored to the audience.
Descriptors: Science Instruction, Inquiry, College Students, Allied Health Personnel, Grades (Scholastic), Instructional Effectiveness, Lecture Method, Biochemistry, Organic Chemistry, College Science, Teaching Methods, Nonmajors
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A