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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
Language: English
Authors: Elizabeth B. Vaughan (ORCID 0009-0005-6688-0287), Saraswathi Tummuru, Jack Barbera (ORCID 0000-0003-3887-3301)
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
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+B%2E+Vaughan%22">Elizabeth B. Vaughan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-6688-0287">0009-0005-6688-0287</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saraswathi+Tummuru%22">Saraswathi Tummuru</searchLink><br /><searchLink fieldCode="AR" term="%22Jack+Barbera%22">Jack Barbera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3887-3301">0000-0003-3887-3301</externalLink>)
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  Data: 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
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  Data: 18
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  Data: 10.1039/D4RP00277F
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  Data: 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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  Data: EJ1456850
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        Value: 10.1039/D4RP00277F
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 271
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Organic Chemistry
        Type: general
      – SubjectFull: Chemistry
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      – SubjectFull: Science Instruction
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      – SubjectFull: Laboratory Experiments
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      – SubjectFull: Expectation
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      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Test Reliability
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      – SubjectFull: Test Validity
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      – SubjectFull: Teaching Styles
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Oregon (Portland)
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      – SubjectFull: North Carolina
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      – TitleFull: Investigating Students' Expectations and Engagement in General and Organic Chemistry Laboratory Courses
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