Blended learning in general chemistry, part II: Outcomes of the redesigned course

CHED 390

Katie E. Amaral, and Ike Shibley, Division of Science, Penn State Berks, Reading, PA 19610-6009
A comparison was drawn between student outcomes in blended classes and in lecture sections, using exam performance as a guideline. Tested material was similar on all of the exams, and was identical on the final. Although student performance only improved significantly on the first exam, student retention was increased by approximately ten percent in the blended section of the course. In light of this increase, the effect of blended learning on DFW rates will also be discussed. Additionally, data concerning students' subsequent attitudes toward chemistry and self-evaluations of efficacy in math and chemistry will be presented.