Abstract Book of the 9th International Conference on Research in Education
Year: 2025
DOI:
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Does Mixing Topics in Practice Assignments Improve Problem-Solving in Chemistry Classrooms?
Ozcan Gulacar, Arista Wu, & Brandon Vernoy
ABSTRACT:
Traditional practice assignments and textbook problems in chemistry are typically organized by chapters and topics to aid student navigation. However, this structured approach differs from the mixed-question format commonly seen in exams. This study investigates how the structure of practice assignments influences students’ problem-solving abilities. After obtaining IRB approval, 79 general chemistry students were divided into two groups. Both groups completed practice assignments of identical length and content, but with one key difference: the control group received conventional assignments with questions categorized by topic, while the experimental group worked on assignments with questions randomly mixed across topics. Students participated in three two-hour problem-solving sessions held over consecutive weekends. Changes in performance were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results showed that students in the experimental group demonstrated improved problem-solving performance starting from the first session compared to the control group. These findings suggest that mixed-topic practice assignments better prepare students for problem-solving in diverse contexts. Educators and textbook publishers are encouraged to adopt this approach to enhance student learning outcomes and align study practices with assessment methods.
keywords: Chemistry Education, problem solving, desirable difficulties, assessment