Performance based on instruction by lecture or by interaction and its relationship to cognitive variable

The performance of two groups of chemistry students in solving stoichiometry problems has been investigated. The control group was taught by traditional lectures, while the treatment group was taught by an interactive technique. We have also examined the effect of various cognitive variables on performance within the two groups. The interactive group was more successful in solving chemistry stoichiometry problems than the lecture group. In both groups, students with better formal reasoning skills (higher GALT scores) performed better than students with lower GALT scores. However, students with lower information‐processing capabilities (lower FIT scores) in the interactive section performed better than students with higher FIT scores. It may be that the interaction encouraged the treatment group to look for strategies which utilize cognitive variables, while the control group may have looked to training. It is interesting that the interactive instruction appears more effective for students who are less adept at information processing. The interaction apparently does not challenge better students, as identified by their M‐capacity, to increase the effectiveness of their information‐processing capacity. It is significant that fewer examples were presented in the interactive class than in the lecture. Apparently, the involvement of students in class activities was more beneficial than simply listening to a lecture.