Evaluating the Parallel Classes on Inorganic Chemistry Undergraduates

DOI

10.2991/ice-17.2018.143How to use a DOI?

Keywords

parallel classes; inorganic chemistry; learning outcomes; student perception, undergraduates

Abstract

Parallel classes has been applied as an instructional approach to support students academic in undergraduate education classrooms including in science subjects. The purpose of this study was to identify the potentials and constraints of the implementation of parallel classes on undergraduate students of faculty of education, Tadulako University, Indonesia during the period of the academic year 2014--2016, in which inorganic subjects were taught in three classrooms denotes as A, B and C. All data were collected from records of score lists (DPNA) that included mid-test, final test, and laboratory grades. Significant differences in student' academic achievements and laboratory performances were found in these classes. Students in class C reported academically better than other classes either in lectures and in the laboratory. Student preferred small class and was taught by different lecturers. Based on these preliminary results, the parallel class which is practiced at the present has drawbacks for meeting the needs of students in inorganic chemistry classrooms.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Daud K. Walanda
AU  - Mery Napitupulu
PY  - 2018/02
DA  - 2018/02
TI  - Evaluating the Parallel Classes on Inorganic Chemistry Undergraduates
BT  - Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017)
PB  - Atlantis Press
SP  - 665
EP  - 668
SN  - 2352-5398
UR  - https://doi.org/10.2991/ice-17.2018.143
DO  - 10.2991/ice-17.2018.143
ID  - Walanda2018/02
ER  -