Impact of Peer-Focused Recitation To Enhance Student Success in General Chemistry

Abstract

This study investigates the impact of peer-focused, active-learning recitation sessions with the large-enrollment sections of General Chemistry I courses at Mississippi State University (MSState). Over a period of four semesters beginning in Spring 2016, recitation sessions were implemented into the General Chemistry I (CH1213) courses at MSState. In order to assess the influence of the active learning instructional hour, we studied departmental final (standardized ACS) exam scores, pass/fail rates for the course, and the success of students continuing on to General Chemistry II (CH1223) courses. Student attitudes toward the peer-focused recitation program were surveyed. The peer-focused recitation program has supported improvement on the standardized final, with students in peer-focused recitation program scoring 7.76 exam questions (17.76 percentile points) higher than the no recitation control students. The rise of exam scores with recitation learning impacted all students equally irrespective of gender, ethnicity, or math competency level (as measured by math ACT score). In addition, student pass rates for CH1213 significantly increased even though instructors greatly increased the rigor of the course. Students had improved success in the second semester of General Chemistry, CH1223, which may translate into academic confidence and continuation in STEM majors as a broader impact of the recitation program.

Strategies Employed in Transitioning Multi-instructor, Multisection Introductory General and Organic Chemistry Courses from Face-to-Face to Online Learning

“…3 Groups of three were chosen because previous studies have shown that larger groups do not allow for all members to fully participate in the problem-solving process. 6,7 The students worked in these groups independently, but both the TA and undergraduate peer facilitator would circulate the room to provide guidance when needed and ask questions to probe understanding. There was no significant change in discussion attendance after the transition to online learning (Figure 3A).…”

“…Additionally, because studies have shown that peer-oriented learning enhances retention and understanding, the students were randomly split into groups of no more than three that were encouraged to collaborate on answering the questions on the worksheets . Groups of three were chosen because previous studies have shown that larger groups do not allow for all members to fully participate in the problem-solving process. , The students worked in these groups independently, but both the TA and undergraduate peer facilitator would circulate the room to provide guidance when needed and ask questions to probe understanding. There was no significant change in discussion attendance after the transition to online learning (Figure A).…”

Teaching Introductory Chemistry Online: The Application of Socio-Cognitive Theories to Improve Students’ Learning Outcomes

“…Although social presence theory has not been researched extensively in the context of online chemistry learning, chemical educational research found a significant effect of the role of peer in students' chemistry learning outcome [12][13][14][15][16] in regular, in-person classrooms. For example, in a classroom study examining students in a general chemistry course, when students were asked to discuss concepts learned in class with another student, their chemistry exam scores were significantly higher (i.e., 17.76 percentile points higher) than students who only received traditional lecture-based teaching [12]. Similarly, in another study, learning chemistry with a peer leader was found to result in better critical thinking than a traditional lecture-based approach [13].…”

Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

“…Near-peer facilitators are selected based on success in the course that they will be working within; although not a requirement, many peer instructors have experienced peer-supported pedagogies in the course for which they are assisting. Near-peers guide students through individual and small group activities ranging from single classroom-response system questions (e.g., clicker questions), to back-of-the-chapter textbook problems, to multi-question guided learning worksheets (e.g., Tien, Roth, & Kampmeier, 2002;Michael, 2006;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). While peer instructors often answer questions, the goal of a near-peer is to 'facilitate' learning; therefore, they often respond to student questions with a different question to help guide students to their own answer (Wilson & Varma-Nelson, 2016;Tenney & Houck, 2003;Drane, Smith, Light, Pinto, & Stewart, 2005;Tien, Roth, & Kampmeier, 2002;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019).…”

“…Near-peers guide students through individual and small group activities ranging from single classroom-response system questions (e.g., clicker questions), to back-of-the-chapter textbook problems, to multi-question guided learning worksheets (e.g., Tien, Roth, & Kampmeier, 2002;Michael, 2006;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). While peer instructors often answer questions, the goal of a near-peer is to 'facilitate' learning; therefore, they often respond to student questions with a different question to help guide students to their own answer (Wilson & Varma-Nelson, 2016;Tenney & Houck, 2003;Drane, Smith, Light, Pinto, & Stewart, 2005;Tien, Roth, & Kampmeier, 2002;Arendale, 2010;Salomone & Kling, 2017;Freeman et al, 2014;Perera, Wei, & Mlsna, 2019). Learning facilitation, in this way, requires confidence in facilitating learning as well as a belief that collaborative learning is an effective pedagogy.…”