In this study, group quizzes were compared with individual quizzes in Organic 1 course sections to identify if students showed improved performance on exam topics supported by group or individual quizzes. Researchers also tracked the degree of student collaboration reported on quizzes and homework assignments along with student attitudes on the quiz approach. Quiz and in-class exam scores were analyzed. Questions from the American Chemical Society Organic First Semester final exam were categorized by whether that topic had been covered on an individual quiz, a group quiz, or was not covered on a quiz, and performance on these sets of topics was analyzed. Students responded very positively to the group quizzes and the data suggest they collaborated more on homework when given group quizzes. Quiz grades and in-class exam grades did not seem to be affected by quiz type. Students in the experimental semester saw a boost in ACS final exam performance on topics associated with individual quizzes when given group quizzes for part of the semester.
| Published in | Science Journal of Education (Volume 10, Issue 3) |
| DOI | 10.11648/j.sjedu.20221003.12 |
| Page(s) | 94-100 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Second-Year Undergraduate, Chemical Education Research, Curriculum, Organic Chemistry, Collaborative/Cooperative Learning, Testing/Assessment, Student-Centered Learning
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APA Style
Maggie E. Herring, Xue Xu, Charles B. Nettles II, Deb Mlsna. (2022). Group Quizzes as a Collaborative Learning Tool in Organic Chemistry. Science Journal of Education, 10(3), 94-100. https://doi.org/10.11648/j.sjedu.20221003.12
ACS Style
Maggie E. Herring; Xue Xu; Charles B. Nettles II; Deb Mlsna. Group Quizzes as a Collaborative Learning Tool in Organic Chemistry. Sci. J. Educ. 2022, 10(3), 94-100. doi: 10.11648/j.sjedu.20221003.12
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Download@article{10.11648/j.sjedu.20221003.12,
author = {Maggie E. Herring and Xue Xu and Charles B. Nettles II and Deb Mlsna},
title = {Group Quizzes as a Collaborative Learning Tool in Organic Chemistry},
journal = {Science Journal of Education},
volume = {10},
number = {3},
pages = {94-100},
doi = {10.11648/j.sjedu.20221003.12},
url = {https://doi.org/10.11648/j.sjedu.20221003.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221003.12},
abstract = {In this study, group quizzes were compared with individual quizzes in Organic 1 course sections to identify if students showed improved performance on exam topics supported by group or individual quizzes. Researchers also tracked the degree of student collaboration reported on quizzes and homework assignments along with student attitudes on the quiz approach. Quiz and in-class exam scores were analyzed. Questions from the American Chemical Society Organic First Semester final exam were categorized by whether that topic had been covered on an individual quiz, a group quiz, or was not covered on a quiz, and performance on these sets of topics was analyzed. Students responded very positively to the group quizzes and the data suggest they collaborated more on homework when given group quizzes. Quiz grades and in-class exam grades did not seem to be affected by quiz type. Students in the experimental semester saw a boost in ACS final exam performance on topics associated with individual quizzes when given group quizzes for part of the semester.},
year = {2022}
}
TY - JOUR T1 - Group Quizzes as a Collaborative Learning Tool in Organic Chemistry AU - Maggie E. Herring AU - Xue Xu AU - Charles B. Nettles II AU - Deb Mlsna Y1 - 2022/05/26 PY - 2022 N1 - https://doi.org/10.11648/j.sjedu.20221003.12 DO - 10.11648/j.sjedu.20221003.12 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 94 EP - 100 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20221003.12 AB - In this study, group quizzes were compared with individual quizzes in Organic 1 course sections to identify if students showed improved performance on exam topics supported by group or individual quizzes. Researchers also tracked the degree of student collaboration reported on quizzes and homework assignments along with student attitudes on the quiz approach. Quiz and in-class exam scores were analyzed. Questions from the American Chemical Society Organic First Semester final exam were categorized by whether that topic had been covered on an individual quiz, a group quiz, or was not covered on a quiz, and performance on these sets of topics was analyzed. Students responded very positively to the group quizzes and the data suggest they collaborated more on homework when given group quizzes. Quiz grades and in-class exam grades did not seem to be affected by quiz type. Students in the experimental semester saw a boost in ACS final exam performance on topics associated with individual quizzes when given group quizzes for part of the semester. VL - 10 IS - 3 ER -
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