Programmed instruction revisited: a study on teaching stereochemistry

Abstract

This study is aimed at comparing the success of programmed instruction with the conventional teaching approach on teaching stereochemistry, and whether gender has any effect on student success. Forty chemistry teacher trainees attending the same class in the Department of Chemistry Education in a large state university in eastern Turkey were the subjects of the study. Of the forty trainees twenty were selected as the experimental group and the other twenty as the control group. The study was implemented in a total of sixteen lecture hours (each 50 min) in four weeks (four lecture hours per week). The subject, stereochemistry in organic chemistry, was taught to the experimental group by the researcher through 'programmed instruction' and the control group was taught by the course lecturer through traditional teaching. The data collection tools were: Stereochemistry Achievement Test (SAT), programmed stages (frames), and the views of the students. An ANCOVA (Analysis of CoVariance) showed that there was a statistically significant difference between programmed instruction and conventional teaching approach on the success level of students' learning in stereochemistry. In addition, it was found that female students were more successful than their male counterparts in the experimental group. The findings suggest that programmed learning could be considered as a better alternative to conventional lecturing in teaching stereochemistry. [Chem. Educ. Res. Pract., 2006, 7 (1), 13-21]

The Effectiveness of Programmed Education in Developing Writing Skills of Children with Learning Difficulties in Primary Education: A Case Study of Northern Border Areas of Saudi Arabia

“…Percy didn't mean what is known as programming prior to the discovery of this machine. It marked the beginning of interest point in the programmed learning (Kurbanoglu et al, 2006).…”

The application of programmed instruction in fulfilling the physiology course requirements

“…The findings indicate that programmed instruction could be considered a better alternative to conventional teaching of stereochemistry (undergraduate students-chemistry teacher trainees) (Kurbanoglu et al 2006). Also, in teaching chemistry, a study which investigated the effects of incorporating concept mapping into computerassisted instruction (CAI) suggests it is a plausible method for enhancing student learning (Tan 2000).…”

Determination of Prospective Chemistry Teachers’ Cognitive Structures and Misconceptions About Stereochemistry

“…For this reason, the number of articles dealing with education of stereochemical topics has been increased in recent years. Examples include articles on methods for assigning stereochemical configurations (Eliel, 1985), representations of organic molecules (Pavlinic et al, 2001;Stull et al, 2016), rectification of difficulties concerning 3D dimensional structures, rotation and reflection use of 3D visualisation ability (Tuckey, Selvaratnam, & Bradley, 1991;Mohamed-Salah & Alain, 2016;Knowles, 2017), teaching stereochemistry with programmed instruction (Kurbanoglu, Taskesenligil & Sozbilir, 2006), web-based and student-centered stereochemistry tutorials Moore 2013 and2015), a stereogame for reviewing stereochemistry concepts (da Silva Junior et al, 2017).…”