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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > July  >
In the Classroom
First-Year Chemistry
Enhancing Student Performance in First-Semester General Chemistry Using Active Feedback through the World Wide Web
Kent A. Chambers
Department of Chemistry and Physics, Hardin Simmons University, Abilene, TX 79601

Bob Blake
Department of Chemistry and Biochemistry, Texas Tech University, Lubbock, Texas 79409-1061

Cover
July 2007
Vol. 84 No. 7
p. 1130
Abstract
This project uses the World Wide Web to develop an active feedback loop between instructors and students. Web-based pre-lecture questions allow the instructor to evaluate students' prior knowledge and understanding of fundamental concepts. Post-lecture questions allow the instructor to evaluate how well the class is mastering individual concepts. By analyzing these student submissions prior to each class meeting, the instructor is able to tailor each lecture to address and reinforce the concepts with which the class as a whole is having difficulty. In comparing the students that were involved in lectures using this pedagogical technique with two control groups, the data show that the student academic performance of the experimental group was significantly higher (p < 0.05) than both control groups. Furthermore, the overall percentage of students failing to complete the course with a grade of "C" or better was significantly lower (p < 0.05) in the experimental group than either control group.
More Information
*
Citation
Chambers, Kent A.; Blake, Bob. J. Chem. Educ. 2007, 84, 1130.
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Keywords
Acids / Bases; Alcohols; Bronsted-Lowry Acids / Bases; Chemical Education Research; First-Year Undergraduate / General; Internet / Web-Based Learning; Learning Theories; Misconceptions / Discrepant Events
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History
Created:
Last Updated:
5/29/2007
6/7/2007
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