Preliminary Study for STARS (Self-Tracking, Assessment and Reflection Study) in Organic Chemistry Course
Session Format
Poster Session (90 minutes)
Target Audience
Research
Abstract for the conference program
The most successful students learn to master skillful application of time management techniques, while less successful students often struggle in this arena. Researchers in this study are interested in how the use of instructor designed time management tools and intervention techniques relate to success as measured by exam grades and course grades in organic chemistry. Two sections of organic chemistry I were recruited for participation. The control and experimental sections were both given time management tools. The experimental section had the tools in the form of a calendar along with weekly intervention by the instructor defined by checking during lab time to see if students were using planning sheets and using small amounts of class time to emphasize various time management techniques. Surveys were given to both groups to ascertain whether the tools were used and how their helpfulness was perceived.
Proposal Track
R1: Projects in Process
Start Date
3-22-2018 6:00 PM
Recommended Citation
Thomas, Isabel; Hawkins, Laura; Reeves, Kelsey; Orvis, Jessica; and Landge, Shainaz M., "Preliminary Study for STARS (Self-Tracking, Assessment and Reflection Study) in Organic Chemistry Course" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 5.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/5
Preliminary Study for STARS (Self-Tracking, Assessment and Reflection Study) in Organic Chemistry Course
The most successful students learn to master skillful application of time management techniques, while less successful students often struggle in this arena. Researchers in this study are interested in how the use of instructor designed time management tools and intervention techniques relate to success as measured by exam grades and course grades in organic chemistry. Two sections of organic chemistry I were recruited for participation. The control and experimental sections were both given time management tools. The experimental section had the tools in the form of a calendar along with weekly intervention by the instructor defined by checking during lab time to see if students were using planning sheets and using small amounts of class time to emphasize various time management techniques. Surveys were given to both groups to ascertain whether the tools were used and how their helpfulness was perceived.
