ERIC Number: EJ1048309
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 27
Investigating the Longitudinal Impact of a Successful Reform in General Chemistry on Student Enrollment and Academic Performance
Lewis, Scott E.
Journal of Chemical Education, v91 n12 p2037-2044 Dec 2014
Considerable effort in chemistry education research has been dedicated to developing and evaluating reform pedagogies designed to improve student success in general chemistry. Policy recommendations propose adoption of these techniques as a means to increase the number of science graduates, however there is the potential that the impact of these reforms is mitigated in subsequent classes. This study examines the longitudinal impact of a successful peer-led team learning reform that targets general chemistry. The study uses a quasi-experimental methodology comparing students who took general chemistry with peer-led team learning to students who experienced traditional instruction. Student enrollment and academic performance in subsequent classes were the outcome metrics evaluated. The results found that the reform impacts enrollment in the class that directly follows the target class but enrollment in subsequent classes is mitigated through student attrition within the curriculum. Additionally, no evidence was found for the reform impacting students' academic performance in subsequent classes. The results highlight the need for implementing and evaluating curricular-wide reform.
Descriptors: Investigations, Chemistry, Educational Change, Longitudinal Studies, Success, Academic Achievement, Enrollment Influences, Quasiexperimental Design, Control Groups, Experimental Groups, Comparative Analysis, Peer Teaching, Conventional Instruction, Student Attrition, Program Effectiveness, Student Centered Curriculum, Cooperative Learning, Educational Research, Cohort Analysis, Enrollment Trends, Undergraduate Students
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 - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DUE-0941976