Evaluation of student engagement with two learning supports in the teaching of 1st year undergraduate chemistry
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James
Lovatt
,
Odilla E.
Finlayson
* and
Paraic
James
CASTeL, School of Chemical Sciences, Dublin City University, Glasnevin, Dublin 9. E-mail: odilla.finlayson@dcu.ie
Abstract
This paper attempts to draw together students’ interaction with an organic chemistry module on Virtual Learning Environment (VLE) (Moodle), their interaction with another learning support (Drop-in Science Clinic), the approach they have adopted to their learning of chemistry and their performance in the terminal end of year chemistry examination. It discusses student trends of usage of the VLE and relates this to their examination success. Their performance in the organic section of the examination is compared to that of the physical chemistry section in which the students’ did not have VLE support materials. Students’ usage patterns for accessing resources on Moodle were analysed. Interesting patterns of first access are shown. In general, those who interacted with the resources on Moodle did better in their terminal examinations, showing that students who were conscientious in their studies did better in their examinations. [Chem. Educ. Res. Pract., 2007, 8 (4), 390-402.]