An experiment in individualized instruction as an approach introductory chemistry

Abstract

A comparison was made of the achievement of two groups of students, randomly enrolled in an introductory chemistry course at the Memorial University of Newfoundland. The control group was treated by a normal lecture presentation, while the members of the experimental group progressed at an individual rate in small or large groups as each individual desired. Each member of the experimental group was given a learning guide for each chapter. -- Conclusions were drawn from the results of two criterion examinations, one taken after eight weeks and the other after twelve weeks. Analysis was by a series of regression equations, incorporating several covariates. -- The effectiveness of individualized instruction cannot be determined from the results of any one experiment, but by an accumulation of evidence from many studies. However, the results of the present study suggested that the experimental treatment produced a marginally significant greater gain in achievement. It is not clear whether this might be claimed for the experimental group as a whole or simply for those without previous chemistry. -- An attempt was also made to identify factors which might be used to predict the success of individual students differently in the individualized treatment compared to the group treatment. General ability, albeit within a restricted range, and mathematical ability did not interact with treatment. It was suggested that there were indications that students with a tendency towards neuroticism were favored by the experimental treatment, although this did not reach statistical significance. The trait extraversion-introversion was found not to interact significantly with treatment.