Session S36a (Tuesday, 9:30am, Life Sciences 009)

P362: Supplemental instruction and self-efficacy in Gen Chem students

Robert Reardon, Lindley Alyea, Debra Feakes, Cristina Valverde (Texas State University – San Marcos, USA)

In a multi-year study, funded by the NSF, the students in the first two years of undergraduate chemistry were split into two groups. One group had voluntary participation in Supplemental Instruction (SI) and the other group had “mandatory” participation. The chemistry-specific self-efficacy of these students (as well as their academic performance) was recorded to determine the impact of SI on their self-efficacy regarding chemistry. In addition to quantitative survey methods, SI leaders and students were interviewed to provide a better understanding of their feelings regarding the chemistry classes, the SI sessions, and chemistry as a whole.  This session will focus on the affective responses of the students during the study but will also present a small summary of the academic performance as well.

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