Supplemental instruction in chemistry

Abstract

AbstractThis study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer‐led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think‐aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two‐year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in‐depth effects of supplemental instruction on students' learning, problem solving, and self‐esteem.