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A comparison of three methods of teaching college chemistry

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  • Problem: To compare the effectiveness of three different methods of teaching chemistry at a community college. Procedure: Three classes of college chemistry were taught using the traditional lecture-discussion with a typical text, a lecture-discussion using a programed text, and an individualized self-paced method. The self-paced course was designed to allow the students to proceed only after they had mastered the material. The students used a programed text and had material presented cm audio cassette and dittoed pages of lecture notes. The students were free to listen to the tapes at any time and also to take the tests at the time they determined they were ready. All three groups of students were tested with an American Chemical Society test at the completion of the three term sequence. Conclusions: The results were analyzed by comparing the results with high school grade point averages by the statistical method of analysis of covariance. The self-paced approach was shown to produce improved learning. The students using this approach consistently scored very high on the standardized test. One reason for this may be the greatly increased involvement in the business of learning by the students. The more active type of learning appears to be more effective. The self-paced approach clearly solved the problems of scheduling which are normally quite prevalent in a small community college. The philosophy of self-pacing fits well with the philosophy of meeting the needs of the students. The class is much more available to all students than a class that is tied to an administratively determined schedule. The most negative aspects of the self-paced approach were the extreme amount of time required of the instructor and the small number of students who completed the sequence.
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