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TextRev: A Window into How General and Organic Chemistry Students Use Textbook Resources

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Bradley D. Smith and Dennis C. Jacobs

Department of Chemistry and Biochemistry, University of Notre Dame, Notre Dame, IN 46556-5670

J. Chem. Educ., 2003, 80 (1), p 99

DOI: 10.1021/ed080p99

Publication Date (Web): January 1, 2003

Abstract

A paper-based survey of first-year general chemistry and second-year organic chemistry students included responses from approximately 3200 students at nine colleges and universities. The students answered questions about the time they spent using various textbook resources, and about the quality and helpfulness of each resource. Five important results emerged. Organic chemistry students report spending approximately 40% more time using textbook resources than do general chemistry students. For general chemistry students, the order of average self-reported hours per week using textbook resources correlates with anticipated grades in the following way, C > B > A; whereas the hours per week for organic students is independent of anticipated grade. Compared to general chemistry students, the organic chemistry students spend a smaller fraction of their time using the textbook and more time using the study guide or solutions manual. Both groups spend less than 7% of their time using the textbook’s Web site or the accompanying CD. Both groups find in-chapter example problems and end-of-chapter problems to be the most helpful textbook features.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Organic Chemistry

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Textbooks / Reference Books

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