Investigating Students' Expectations and Engagement in General and Organic Chemistry Laboratory Courses
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| Title: | Investigating Students' Expectations and Engagement in General and Organic Chemistry Laboratory Courses |
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| Language: | English |
| Authors: | Elizabeth B. Vaughan (ORCID |
| Source: | Chemistry Education Research and Practice. 2025 26(1):271-288. |
| Availability: | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Organic Chemistry, Chemistry, Science Instruction, Laboratory Experiments, Expectation, Student Educational Objectives, Learner Engagement, Test Reliability, Test Validity, Comparative Testing, Teaching Styles, Active Learning, Inquiry, Conventional Instruction |
| Geographic Terms: | Oregon (Portland), North Carolina |
| DOI: | 10.1039/D4RP00277F |
| ISSN: | 1756-1108 |
| Abstract: | Students' expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students' expectations and engagement can be explored in different types of undergraduate chemistry laboratory courses, appropriate measures of these constructs must be identified, and evidence of validity and reliability for the data collected with these instruments must be investigated. This study collected evidence related to response process validity, internal structure validity, and single administration reliability for version 2 of the Meaningful Learning in the Laboratory Instrument (MLLIv2) and a measure of student engagement in the undergraduate chemistry laboratory. Additionally, evidence of consequential validity was assessed through measurement invariance, providing support for the comparison of latent means between the groups. Differences in students' expectations and engagement were found based on course-level (general vs. organic chemistry) and pedagogical style (cookbook vs. inquiry-based). |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456850 |
| Database: | ERIC |
| Abstract: | Students' expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students' expectations and engagement can be explored in different types of undergraduate chemistry laboratory courses, appropriate measures of these constructs must be identified, and evidence of validity and reliability for the data collected with these instruments must be investigated. This study collected evidence related to response process validity, internal structure validity, and single administration reliability for version 2 of the Meaningful Learning in the Laboratory Instrument (MLLIv2) and a measure of student engagement in the undergraduate chemistry laboratory. Additionally, evidence of consequential validity was assessed through measurement invariance, providing support for the comparison of latent means between the groups. Differences in students' expectations and engagement were found based on course-level (general vs. organic chemistry) and pedagogical style (cookbook vs. inquiry-based). |
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| ISSN: | 1756-1108 |
| DOI: | 10.1039/D4RP00277F |
