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IB Chemistry Tutor in Gurgaon

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In this project at Kutztown University, all students attend the same lecture and have the same laboratory, computers, equipment, and supplies. Over two years there are six instructors in the laboratories conducting from five to seven laboratories per semester. There are ten stations and two students are assigned to a station. Computers are used to acquire all data in General Chemistry Laboratories at Kutztown University by means of the LIMSport program (Vitz, 1998, p 1661), which adds data acquisition tool buttons to the Excel spreadsheet. In this project, every experimental group instructor also has a control group section. In the control laboratories, students were presented with spreadsheet templates that provide organized but empty data tables and some embedded formulas that calculate results automatically. In the experimental laboratories, students were presented with blank templates, so that they are forced to organize data and enter Excel formulas to get final results during the laboratory period. The question is which students will learn more. Will the first treatment reduce the "short term memory overload" that Johnstone blames for poor performance [Johnstone, 701-5), and allow students to concentrate on experimental detail? Or will students learn more when forced to think more during the laboratory about both theoretical and practical matters at the same time? In the 1997-1998 school year, 137 students took one or both semesters of the introductory chemistry course. During the first week the students were asked to fill out the Kutztown University Chemical Background Information sheet (see Appendix A) which asked questions about their proposed major, career goals, science and mathematics courses completed in high school and college, computer skills, and interest in science and chemistry. Of the 137 students, 96 (70%) filled out the Chemical Background Information Sheet. They were also given a revised version of Campbell's Scientific Curiosity Inventory (see Appendix B) which 92 students (67%) completed. The students were requested to fill out the Myers-Briggs Type Indicator Form G booklet outside of class, and they were given a brief expository, "About the Myers-Briggs Type Indicator" (see Appendix E) that we wrote to describe the test. Only 52 (38%) filled out the Myers-Briggs Inventory. Most students felt that this was totally voluntary as they were asked to complete it outside of class. There was a drawing for prizes such as a pizza gift certificate, for those who filled out the forms. Each student was presented with an Informed Consent Form (see Appendix C), which explained the nature of the project and informed the student of his right to decline participation without penalty. Students submitted forms by placing them in envelopes while faculty were present, but students were told that faculty would never have access to the forms, that only the outside evaluator would store and read the various forms. All participants acknowledged this agreement by signature.