Experimental approach enhances student achievement in large chemistry classes, indicating effective learning methods.
We present here the results of a comprehensive experiment designed to establish the details of the protocol developed to improve the learning of students in a large (5-400 students) enrollment general chemistry course for science majors that is usually taught in the traditional 3-lecture per week manner. Comprehensive data were collected from which the details of the administrative structure and the training of peer Teaching Assistants was obtained. In addition, the data yielded inductive student achievement levels using the standard measurement, the results of major and final examinations.
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Lagowski et al. (2010) studied this question.
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