Math skills can vary greatly among general chemistry students. Weak basic math skills result in poor performance in the course overall. Previous research has shown that retention of main ideas in a peer learning environment is greater when partners have dissimilar abilities. To strengthen math skills in a chemistry context, peer learning in the general chemistry laboratory was used to determine if learning gains were enhanced when partners differed in math ability. Student performance and attitudes were analyzed in sections consisting of instructor-assigned partners and compared them to sections where students chose their partners. Preliminary results revealed higher perceptions of both chemistry and math skills and a more positive attitude about working with others among students who worked in instructor-assigned pairs. Assessment methods showed no statistically significant difference. This study is being extended to General Chemistry I and II, where an early math emphasis may reveal different learning gains.

Using peer learning to strengthen basic math skills in the general chemistry lab

251st National Meeting (2016)

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