Examining the effect of categorized versus uncategorized homework on test performance of general chemistry students
Year: 2024
Type: article
Abstract: The study reports a comparison of two first-semester general chemistry cohorts who were provided with the same instruction and course materials, but the format for their online homework assignments differed. One cohort had homework assignments organized using a block or categorized format, in which the concepts (e.g., limiting reagents) being assessed were identified for each problem. The second cohort had homework assignments organized using an uncategorized or interleaved format in which the assessed concepts were not provided. The two cohorts completed the same tests and a standardized American Chemical Society (ACS) final exam. Students who completed the uncategorized or interleaved homework assignments scored higher than the block or categorized cohort on each of the four tests and the final exam. Statistical differences, using a 95 % confidence level, were observed on the first test and final exam.
Source: Chemistry Teacher International
Authors: Charles T. Cox, Ozcan Gulacar
Institutions: Duke University, University of California, Davis
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $406
OpenAlex ID: W4404304882