Prior exposure to organic chemistry concepts in the laboratory can positively affect student performance in the lecture. In this study, quantitative analysis was performed to assess differences in student performance in an organic chemistry lecture between groups who take the laboratory and lecture simultaneously or separately. Grades in organic chemistry lecture were collected from 2008�2011 (fall and spring semesters) to measure differences in student performance. From various quantitative analysis (T-tests, ANOVA, and regression) performed it can be concluded that student performance is significantly better among students who take laboratory and lecture simultaneously rather than separately. Results presented will include comparison in student performance (grades) based on the sequence they took the laboratory and lecture, and how demographic measures (ACT score, high school GPA, and different majors) affect student performance in the organic chemistry lecture course.

Effect of the sequence of laboratory and lecture instruction on student performance in organic chemistry lecture: A three-year study

243rd National Meeting (2012)

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