Action research as the vehicle for curriculum change in analytical chemistry: A longitudinal study

Susan Rena Hanus Holladay, Purdue University


This study chronicles our three-year effort to improve the classroom experience for both the students and the instructor in an analytical course for non-majors. Action research was the methodology chosen for this study because the purpose of action research is to solve a particular problem in a specific setting. We investigated the students' perceptions in order to inform us to the changes that needed to be made in the curriculum from the students' point of view. This study consisted of three cycles. Data were collected during the First Year to identify problems from the students' point of view. A list of concerns was collected, ideas were proposed that addressed the concerns, and some changes were implemented during the Second Year. During the Second Year, data were collected to document the impact of the changes. As some concerns were addressed and resolved, other issues came to the surface. Based on this information, more proposals were made and selectively implemented. The impact of the intervention was documented via a Third Year of data collection. The solutions ranged from simple and immediate to complex and long-term. ^




Major Professor: George M. Bodner, Purdue University.

Subject Area

Education, Sciences|Education, Curriculum and Instruction

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