Comparative study of the grades of first semester General Chemistry students in traditional, hybrid and guided inquiry (POGIL) classes was presented at the Northwestern Regional Meeting of the ACS by Tara Fife.

June 27, 2012
Writer: Tara Fife, W. Leslie Manner, PhD; Share Ruebush, PhD; and Hector A. Becerril-Garcia, PhD

Background

I analyzed the gradebooks of several chemistry 105 courses taught by three different faculty members to see how the different assignments interrelate to produce a final grade.  We looked at genders separately.  A total of about 450 students grades were evaluated.

The Courses

  • — Course X
  • — Course Y
  • — Course Z
  • — Traditional
  • — Homework given but not graded
  • — In-class quizzes
  • — Four mid-term multiple choice exams
  • — Hybrid
  • — HW given and graded
  • — Online quizzes
  • — Three mid-term write on exams
  • — Pre-class reading
  • — POGIL (Process-Oriented, Guided Inquiry Learning)
  • — Homework given and graded
  • — In-class quizzes
  • — Three mid-term exams
  • — In-class worksheets
  • — Discovery learning

Methods

For each assessment type, I examined how well students did on each individual assignment, separating students by gender, to see if there was a gender bias.  To compare the effect of each assignment on an equal footing I calculated a normalized course score, where every type of assessment has equal weight.  I examined the correlation between the different assessments and the normalized final course grade.

First Place was Awarded

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