Self-paced quant. A Keller-type offering of quantitative analysis or the Keller plan the hard way

Peterson, Dale

doi:10.1021/ed054p362

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…A PSI, also known as the Keller Plan, grew in popularity in the 1970s throughout science classrooms. Classrooms that implemented a PSI saw positive effects on student learning, and the method was favorably received by students. − However, during the 1980s, interest in PSI decreased, a major reason being the substantial time commitment required to maintain a PSI coursetracking student progress and grading multiple assessments. − Because of the overwhelming positive outcomes observed when using a PSI in chemistry courses, − I decided to revitalize this type of instruction for organic chemistry with modern technology and use of a learning management system (LMS). With access to these newer technological tools, grading can be automated, questions can be randomized for multiple iterations of assessment, , student progress can be easily tracked, lecture material can be customized, and content can be organized with completion requirements to progress to new material.…”

Section: Introductionmentioning

confidence: 99%

Personalized System of Instruction for the Foundational Knowledge of Organic Chemistry

Tay

2024

J. Chem. Educ.

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The topics of general chemistry review, molecular representations, acids and bases, alkanes, stereoisomerism, chemical reactivity, and general mechanistic arrow pushing were presented through a personalized system of instruction (PSI) at the beginning of the first semester of organic chemistry. Students were required to demonstrate proficiency of the material by passing an assessment that could be taken multiple times, before moving on to the next concept. They were allowed to advance at their own pace and take the time they needed to understand a topic before proceeding on to the next concept. Students reported that the PSI encouraged the development of better study habits. Students enrolled in the PSI course had higher pass rates for the first semester of organic chemistry. Greater positive results were seen long-term when tracking student progress to the end of the year-long organic chemistry sequence. Specifically, in the second semester of organic chemistry, pass rates increased (100% vs 83%), and end-of-term grades were higher. Average scores on the cumulative ACS 2020 Organic Chemistry Exam were also 46% higher than the preliminary national norms.

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