Session S55b (Tuesday, 5:15pm, Willaman Gateway)

P601: Effect of student study habits on achievement of single step organic synthesis problems

Matthew Tomney (The Catholic University of America, USA)

The goal of this study was to examine the relationship between student achievement on single-step organic synthesis with student study habits. Literature suggests that individuals who test themselves often retain more knowledge and outperform individuals who study notes, use flashcards or reread textbooks. Students enrolled in organic chemistry classes at a medium-sized university were tested on six typical first semester organic single-step synthesis problems. These students were also asked to describe their study habits on a Likert scale instrument. The results showed low performance on single step synthesis problems with no significant difference found for study habits. This suggests that students generally have low success answering organic synthesis questions and that study habits do not predict success. Possible reasons for this may include students failing to integrate organic synthesis knowledge into long term memory. Future studies will include a more in depth study of organic synthesis schema development in undergraduates.

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