The effect of interactive instruction and lectures on the achievements and attitudes of chemistry students
Abstract
This study compared the effect of interactive instruction and lectures on the achievement and attitudes of chemistry students. Interactive instruction actively engages students in learning by presenting them with probing questions, confrontations, demonstrations, and experimental results to explain and problems to solve in class. The subjects were 137 students enrolled in a lower level, general chemistry course at Purdue University. One-half of the students received instruction by lecture and the other half by interactive instruction. All aspects of the course were the same except for the method of instruction and the instructors. Two instructors were necessary because both classes met at the same time. Achievement was measured by four 50-minute exams and a comprehensive two-hour final exam. Total scores, as well as knowledge, comprehension, and higher level question subscores were analyzed. The lecture group outperformed the interactive group on two of nineteen measures; there were no cases where the interactive group did better. The results should be interpreted with caution, however, because of problems with poor attendance and the possibility of an equilibrium effect. A 15-item attitudinal survey measured student reactions toward the method of instruction. Six of the items showed significantly more positive attitudes by the interactive group. Those students: (1) felt challenged to think about chemistry during class, (2) felt they had little time to think about anything else during class, (3) found having the instructor pose problems in class helpful, (4) found having to answer those problems themselves helpful, (5) found their participation in class discussions helpful, and (6) preferred their method of instruction for future chemistry courses. In conclusion, interactive instruction is a viable alternative for lectures in general college chemistry courses. Students taught by this method perform at least as well as those in lecture and they were more actively involved with chemistry on a cognitive level during class.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Science education
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