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The effect of writing assignments on achievement in college general chemistry
Author(s) -
Horton Phillip B.,
Fronk Robert H,
Walton Raymond W.
Publication year - 1985
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660220607
Subject(s) - mathematics education , class (philosophy) , psychology , chemistry , group (periodic table) , computer science , organic chemistry , artificial intelligence
This study was designed to determine if student learning in college general chemistry could be increased through the addition of required writing assignments. Sixty‐four students enrolled in the same section of a general chemistry II course were randomly assigned to two groups. Treatment group members were required to turn in written summaries of 8 class lectures. These summaries were graded and returned with mistakes in chemistry and writing noted. Feedback concerning errors in chemical content was shared with the entire class prior to the posttest. Analysis of covariance of the posttest results showed that the treatment group members scored significantly higher than the students who did not write the summaries (F = 6.78, p < .05). No interaction was observed between group membership and pretest scores. These results indicate that student achievement in chemistry may be enhanced through required writing assignments. The study results are inconclusive as to whether the gains in achievement were due to the processes involved in organizing and writing the summaries, or due to the additional study time required to write the summaries.