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), 2022. Published by Science Publishing Group |
Second-Year Undergraduate, Chemical Education Research, Curriculum, Organic Chemistry, Collaborative/Cooperative Learning, Testing/Assessment, Student-Centered Learning
| [1] | Smith, B. L.; MacGregor, J. T., What is Collaborative Learning? In Collaborative Learning: A Sourcebook for Higher Education, National Center on Postsecondary Teaching, Learning, and Assessment: 1992; pp 10-30. |
| [2] | Laal, M.; Ghodsi, S. M., Benefits of collaborative learning. Procedia - Social and Behavioral Sciences 2012, 31, 486-490. |
| [3] | Dees, R. L., The Role of Cooperative Learning in Increasing Problem-Solving Ability in a College Remedial Course. Journal for Research in Mathematics Education 1991, 22 (5), 409-421. |
| [4] | Smith, M. E.; Hinckley, C. C.; Volk, G. L., Cooperative learning in the undergraduate laboratory. Journal of Chemical Education 1991, 68 (5), 413. |
| [5] | Vázquez-García, M., Collaborative-group testing improves learning and knowledge retention of human physiology topics in second-year medical students. Advances in Physiology Education 2018, 42 (2), 232-239. |
| [6] | Panitz, T., The Motivational Benefits of Cooperative Learning. New Directions for Teaching & Learning 1999, 1999 (78), 59. |
| [7] | Poellhuber, B.; Chomienne, M.; Karsenti, T., The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model. Journal of Distance Education 2008, 22 (3), 41-62. |
| [8] | Prince, M., Does Active Learning Work? A Review of the Research. Journal of Engineering Education 2004, 93 (3), 223-231. |
| [9] | Ghaith, G. M., The relationship between cooperative learning, perception of social support, and academic achievement. System 2002, 30 (3), 263-273. |
| [10] | Yokomoto, C. F.; Ware, R. In Variations of the group quiz that promote collaborative learning, Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, 5-8 Nov. 1997; 1997; pp 552-557 vol. 1. |
| [11] | Dunnigan, G.; Halcrow, C., If You Don't Build It, They Will Leave: Reforming an Applied Calculus Course by Eliminating Large Lectures and Incorporating Active Learning. PRIMUS 2020, 1-21. |
| [12] | Brown Jr, D. S., Cooperative Small Group Quizzes: A Semester-Long, Communication-Classroom Experience. Kentucky Journal of Communication 2020, 39 (1), 36-44. |
| [13] | Ewald, J. D., Language-Related Episodes in an Assessment Context: A 'Small-Group Quiz'. Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes 2005, 61 (4), 565-586. |
| [14] | Slusser, S. R.; Erickson, R. J., Group Quizzes: An Extension of the Collaborative Learning Process. Teaching Sociology 2006, 34 (July), 249-262. |
| [15] | Farrell, J. J.; Moog, R. S.; Spencer, J. N., A Guided-Inquiry General Chemistry Course. Journal of Chemical Education 1999, 76 (4), 570. |
| [16] | Dougherty, R. C.; Bowen, C. W.; Berger, T.; Rees, W.; Mellon, E. K.; Pulliam, E., Cooperative Learning and Enhanced Communication: Effects on Student Performance, Retention, and Attitudes in General Chemistry. Journal of Chemical Education 1995, 72 (9), 793. |
| [17] | Shibley, I. A.; Zimmaro, D. M., The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory. Journal of Chemical Education 2002, 79 (6), 745. |
| [18] | Bauer, C., Engineering Essential Attributes of Cooperative Learning and Quality Discourse in a Large Enrollment Course by Leveraging Clicker Devices. Journal of College Science Teaching 2020, 49 (4). |
| [19] | Bowman, B. G.; Karty, J. M.; Gooch, G., Teaching a Modified Hendrickson, Cram, and Hammond Curriculum in Organic Chemistry. Journal of Chemical Education 2007, 84 (7), 1209. |
| [20] | Wang, X.; Hegde, S.; Son, C.; Keller, B.; Smith, A.; Sasangohar, F., Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study. J Med Internet Res 2020, 22 (9), e22817. |
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
Share This Article
Twitter
Linked In
Facebook
Copy
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 -
Email: