Past studies have reported attrition in STEM disciplines partly due to the lack of content relevance. Content relevance is being integrated into the chemistry laboratory experiments through real-world contexts; thus, the benefits of context-based laboratory learning are somewhat understood. However, the integration of real-world contexts in the chemistry lecture courses and assessments of the impact of such intervention reported on learning outcomes have been overlooked, especially in General Chemistry courses for science majors have been overlooked. To retain students in STEM programs, chemistry lecture courses can be revamped to increase relevance to students. This study investigated the impact of integrating real-world contexts into the General Chemistry I lecture course and assessments on students’ affective and cognitive outcomes. Using a quasi-experimental design and a mixed-methods approach, data were collected with two groups of students in the General Chemistry I course during Fall 2021. Both groups were taught using the same learning objectives, watched content-based video clips, and completed the usual course homework questions via a digital platform. In addition, the comparison group completed outside-class worksheets on specific concepts, whereas the treatment group completed take-home quiz questions with embedded real-world contexts and application cards activities. Additional data were collected during Spring 2022. Detailed findings and implications for practice will be presented.

Enhancing chemistry relevance in a general chemistry lecture course: The impact on student’s cognitive and affective outcomes

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

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