Recitation sections in undergraduate chemistry courses can be an effective tool for improving students’ problem-solving skills and understanding.  A variety of techniques are used in recitations that can significantly impact students’ learning as well as their perceptions of classroom effectiveness.  Here, general chemistry students at Colorado State University participated in a variety of recitation activities throughout the course of the first semester of a 2-semester general chemistry sequence, including peer-led exercises, games, and scaffolded worksheets.  Through weekly surveys, students were asked to evaluate and assess recitation activities for both interest and effectiveness as part of their course homework assignments.  Also included in homework assignments were content questions relevant to the weekly themes, which provided a measure of student learning of recitation topics.   Student opinions are correlated with content retention while also providing insight into the role of peer and TA interactions on perceived successes.  Both qualitative and quantitative data from these surveys will be presented.  These data will also be compared to student responses to a pre-survey administered before the first recitation session, providing a baseline measure for students’ expectations of recitation courses and how well those expectations are met through the various types of activities employed.

Investigating student perceptions and opinions regarding recitation techniques in general chemistry

249th National Meeting (2015)

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