Achievement and Level of Critical Thinking in CHEM Study and Traditional Chemistry

An experimental group of 104 students of CHEM Study chemistry were compared with a control group of 104 students of traditional chemistry. Differences in the dependent variables of achievement in chemistry and critical thinking were analyzed by analysis of covariance, and multiple classification analysis of variance.CHEM Study students achieved at a significantly higher level than traditional students. There was no significant difference between treatment groups in level of critical thinking. There was no significant interaction between program, mental ability, and the dependent variables of achievement in chemistry and level of critical thinking. The conclusion that the CHEM Study approach is superior appears to be valid for all levels of mental ability usually found in high school chemistry classes.