The effect of structured writing on achievement, time, and accuracy with a general chemistry laboratory

Regina Joanna Gilson, Purdue University

Abstract

This study compared the effect of the format of a general chemistry laboratory procedure on the attitudes and achievement of chemistry students. Attitudes of the teaching assistants toward the format were also explored. The subjects were 898 students enrolled in a general chemistry course at Purdue University. One-half of the students received a structurally-written laboratory procedure and the other half a procedure written in convention prose form. A 17-item attitudinal survey measure student reactions toward the format of the laboratory procedure. Nine items showed significantly more positive attitudes by the structured-writing group. In summary, those students found: (1) the organization of the procedure helpful, (2) the headings made the material easier to understand, and helped them find ideas needed to perform the experiment, and (3) that the format was more understandable than other lab handouts in chemistry and other university courses. The students also wanted to use a structurally-written procedure again, and wanted all their laboratory experiments structurally-written. A 15-item survey measured teaching assistant attitudes toward the structurally-written version of the laboratory and that it was more helpful to the students than the prose version. More importantly, teaching assistants used the structurally-written format when searching for answers to student questions. Achievement was measured by a pre-laboratory quiz, the amount of time it took to complete the experiment, and the accuracy of each student's laboratory data. No significant difference was found between the mean scores of the two groups on the pre-laboratory quiz. A slight difference (four minutes longer for the treatment group) was detected in the amount of time it took to complete the laboratory experiment. No significant difference was found between the two groups on the accuracy of their laboratory data. A structurally-written laboratory experiment does not affect learner achievement scores or accuracy. However, learners using a highly structured laboratory procedure perform at least as well as those who use the prose format in addition to a significant increase in the attitudes toward the chemistry experiment. Teaching assistants also preferred the structurally-written laboratory to the conventional version.

Degree

Ph.D.

Advisors

Bodner, Purdue University.

Subject Area

Curricula|Teaching|Science education|Educational software

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