CHED 390 |
| 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. |
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Research in Chemical Education
1:30 PM-5:15 PM, Tuesday, August 21, 2007 Seaport -- Constitution Room, Oral
Division of Chemical Education |