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Supplemental Learning in the Laboratory: An Innovative Approach for Evaluating Knowledge and Method Transfer.

Melissa D Carter1, Sarah S Pierce2, Albert D Dukes3

  • 1Division of Laboratory Sciences, National Center for Environmental Health, Centers for Disease Control and Prevention, Atlanta, GA 30341, USA.

Journal of Chemical Education
|August 21, 2018
PubMed
Summary
This summary is machine-generated.

The Multi-Rule Quality Control System (MRQCS) effectively compared instructor-led and computer-led chemistry lectures. No significant difference was found in quality control passing rates between the two teaching methods.

Keywords:
Analytical ChemistryAssessmentComputer-Based LearningContinuing EducationDistance LearningFirst-Year UndergraduateLaboratory InstructionLearning TheoriesSecond-Year UndergraduateUpper-Division Undergraduate

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Area of Science:

  • Chemical Education Research
  • Laboratory Science
  • Educational Technology

Background:

  • The Multi-Rule Quality Control System (MRQCS) is utilized by the CDC for laboratory performance evaluation.
  • Assessing the efficacy of different instructional methods in science education is crucial for pedagogical improvement.

Purpose of the Study:

  • To apply the MRQCS to compare instructor-led and computer-led pre-laboratory lectures in chemistry.
  • To determine if there is a statistical difference in student performance based on lecture delivery mode.

Main Methods:

  • Students in general and analytical chemistry courses participated in two laboratory experiments.
  • The first experiment focused on Beer-Lambert's Law, with instructor-led instruction.
  • The second experiment involved applying learned methodology to a new analyte, with randomly assigned instructor-led or computer-led pre-laboratory lectures.

Main Results:

  • The MRQCS was applied to analyze quality control (QC) passing rates for both instructional groups.
  • No statistically significant difference was observed in QC passing rates between students receiving instructor-led versus computer-led pre-laboratory instruction.

Conclusions:

  • The MRQCS is a viable tool for evaluating knowledge and technology transfer in educational settings.
  • Computer-led instruction can be as effective as instructor-led methods for pre-laboratory chemistry lectures, as indicated by student performance metrics.