Graduation Year
2025
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Chemistry
Major Professor
Jeffrey R. Raker, Ph.D.
Committee Member
Scott E. Lewis, Ph.D.
Committee Member
Ying Wang, Ph.D.
Keywords
Inquiry, Four-year Institutions, Two-year Institutions, National Survey, Evidence-based Instructional Practices
Abstract
The work in this thesis begins to explore the enacted active learning practices in postsecondary chemistry lecture and laboratory courses. Chapter 1 explores the level of inquiry in postsecondary laboratories. Chapter 2 explores instructional and assessment practices at two-year institutions.
Chemistry postsecondary laboratories offer a unique opportunity to engage students in inquiry-based instruction. Inquiry-based instruction was categorized by the asking faculty members at four-institutions about six characteristics of laboratory design: choosing a problem, background research, designing procedures, analyzing data, communicating results, and interpreting results. As students have the freedom to make decisions on more characteristics of inquiry learning, the closer to scientific practice. MANOVA and post-hoc statistical analysis shed light on differences in the level of inquiry of lower-level courses (e.g., general chemistry) and upper-level courses (e.g., physical chemistry). We hope to provide faculty members and laboratory coordinators with a point of reflection of their own course and the level of inquiry students are experiencing.
Instructional and assessment practices have often been studied at four-year institutions but has not been studied at two-year institutions. Many students transfer from a two-year institution to a four-year institution, therefore understanding the practices that students experience at two-year institutions is critical to support students through the transfer process. Descriptive statistics discuss the use of instructional and assessment practices focused on three key chemistry courses taught at two-year institutions (general chemistry, organic chemistry, and general, organic, and biochemistry). Our results suggest, as more active learning strategies being used (e.g., small group learning and pedagogies of engagement) the use of lecture is decreasing. Additionally, instructional and assessment practices are aligned between two-year and four-year institutions. We hope to increase the collaboration between two-year and four-year institutions to continue support students through their postsecondary chemistry courses.
Scholar Commons Citation
Zammit, Kendall M., "Exploring Enacted Active Learning Practices in Postsecondary Chemistry Lecture and Laboratory Courses" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11453
