Interdisciplinary Journal of Environmental and Science Education

The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students
Issa I Salame 1 *
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1 The City College of New York of the City University of New York, UNITED STATES
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 2, Article No: e2232
https://doi.org/10.21601/ijese/9330

Published Online: 01 Jan 2021

Views: 633 | Downloads: 377

How to cite this article
APA 6th edition
In-text citation: (Salame, 2021)
Reference: Salame, I. I. (2021). The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students. Interdisciplinary Journal of Environmental and Science Education, 17(2), e2232. https://doi.org/10.21601/ijese/9330
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Salame II. The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students. INTERDISCIP J ENVIRON SCI EDUC. 2021;17(2):e2232. https://doi.org/10.21601/ijese/9330
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Salame II. The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students. INTERDISCIP J ENVIRON SCI EDUC. 2021;17(2), e2232. https://doi.org/10.21601/ijese/9330
Chicago
In-text citation: (Salame, 2021)
Reference: Salame, Issa I. "The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 2 (2021): e2232. https://doi.org/10.21601/ijese/9330
Harvard
In-text citation: (Salame, 2021)
Reference: Salame, I. I. (2021). The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students. Interdisciplinary Journal of Environmental and Science Education, 17(2), e2232. https://doi.org/10.21601/ijese/9330
MLA
In-text citation: (Salame, 2021)
Reference: Salame, Issa I "The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 2, 2021, e2232. https://doi.org/10.21601/ijese/9330
ABSTRACT
Supplemental Instruction (SI) has been a successful implementation into Colleges and Universities across the globe. SI has been found to reduce attrition and improve learning and success rate among participating students. At the City College of New York, we recently implemented SI into Organic Chemistry I courses to further support struggling students with the content and concept learning of Organic Chemistry, which is considered a difficult course with a high attrition rate. Our motivation for this research was to examine the impact of SI integration in a large lecture format Organic Chemistry course while assisting students learn and succeed in this challenging course. The objective of this research is to examine whether supplemental instruction (SI) impacts participants’ learning achievement, attitudes, and learning competencies. The experimental design was based on a quasi-experimental approach which included a questionnaire of open-ended and Likert-scaled questions that was distributed to SI participants, and SI participants’ grades were compared to the grades of non-SI participants. Data suggest that integrating Supplemental Instruction (SI) into Organic Chemistry courses positively impacts students’ attitudes towards the content and experience in the course, helps them better understand concepts and materials, improves students’ problem-solving skills, and is effective in improving students’ achievement, success, and the learning. SI participants had an overall passing average of 81%, compared to about 50% for non-SI participants. SI participation provided the participants with a unique and individualized learning experience that resulted in an enhanced conceptual understanding.
KEYWORDS
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