| Title: |
Condensed Organic Chemistry Lecture Courses: A Case-Study of Student Perception and Performance in Two Different Formats |
| Language: |
English |
| Authors: |
Lisa A. Bonner (ORCID 0009-0006-3374-9626); Jalisa H. Ferguson (ORCID 0000-0002-4095-4357) |
| Source: |
Journal of College Science Teaching. 2025 54(4):311-318. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Organic Chemistry; Science Instruction; Barriers; Academic Standards; Difficulty Level; Flipped Classroom; Retention (Psychology); Minicourses; Student Attitudes; Science Achievement; Science Tests; Grades (Scholastic); Test Format; Course Content; Undergraduate Students |
| DOI: |
10.1080/0047231X.2025.2508800 |
| ISSN: |
0047-231X; 1943-4898 |
| Abstract: |
Condensed courses are commonly used across academia as a means for students to catch up or get ahead of their curriculum. Instructors may be hesitant to teach such courses due to concerns about limited knowledge retention and reduced academic rigor. We sought to determine if there are any differences in changes of student attitudes before and after 3.5-week and 7-week condensed flipped Organic Chemistry I courses using the Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2). Student performance, as measured by exam and overall course grades, was compared for both course lengths. The results indicate that student attitudes started and remained more negative in a 3.5-week course than the 7-week course, even though exam and course grade averages are not significantly different between the formats. This information can help instill confidence in administrators and faculty of various disciplines that condensed courses do not present major barriers to student's academic success, or require that given courses adjust the amount of content or academic rigor. |
| Abstractor: |
As Provided |
| Notes: |
http://doi.org/10.6084/m9.figshare.25219268 |
| Entry Date: |
2025 |
| Accession Number: |
EJ1474488 |
| Database: |
ERIC |