Abstract
To support students in an introductory organic chemistry course, scaffolding in the form of weekly Learning Task Inventories (LTIs) were introduced. LTIs are chapter-by-chapter lists of detailed learning tasks students are expected to master during the course. This paper describes efforts to effectively implement LTIs, the effect of differing implementations of LTIs on students’ final exam grades and students’ reactions to the use of LTIs.
Highlights
Students’ ability to accurately monitor and assess their learning is associated with academic success (Schraw, 1998; Ku & Ho, 2010)
Final exam grades were used as the dependent variable to test the effect of varying Learning Task Inventories (LTIs) conditions
An analysis of variance (ANOVA) test revealed that the differences in final exam grades among treatment conditions were not statistically significant [F(4, 281) = 1.35, p = n.s.]
Summary
Students’ ability to accurately monitor and assess their learning is associated with academic success (Schraw, 1998; Ku & Ho, 2010). In order to facilitate student learning, instructors can augment their instruction by providing both course specific content and instructional supports that scaffold students so that they can acquire the monitoring and assessment skills they need to succeed. These supports are especially important for ‘feared’ courses such as organic chemistry (Seymour & Hewitt, 1997) where student anxiety can further limit students’ use of appropriate learning strategies. To assist students in an introductory organic chemistry course in developing critical monitoring and self-assessment skills, we offered scaffolding support through weekly.
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