This study aims to determine the effect of physical manipulative-based interventions utilized during optional teaching assistant (TA) sessions on student quiz and exam performance in a sophomore level organic chemistry course. Students were able to attend three different TA sessions during which they completed worksheets on the relevant organic chemistry concepts. Depending on which session they attended they either worked on a worksheet in groups without manipulatives, with manipulatives, or with manipulatives and additional guidance. Data will be presented on whether these varying interventions impacted students’ performance on topic relevant quiz and test questions. Additionally, students’ spatial reasoning was used as an independent variable to determine whether this ability impacts the effects of the intervention. Implications for teaching will be discussed.<br/>

Does a targeted intervention utilizing physical manipulatives help students better answer quiz and exam questions on often difficult organic chemistry concepts?

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.