The academic performance of students in organic chemistry utilizing microscale and macroscale experiments / Lorna D. Tamboong

This study is sought to find out whether the use of microscale experiments is equally effective as macroscale experiments. It explored the possibility of using microscale chemistry approach as means of performing laboratory activities in chemistry classes, hence reducing the quantities needed for expensive chemicals and the use of equipment. Moreover, it provided opportunities for students to engage in active learning. Essentially, the study determined the academic performance in Organic Chemistry of two groups of freshmen Nursing students who were assigned to perform microscale and macroscale experiments. Specifically, it sought to answer the following questions : (a) How did the two groups of students perform in the initial knowledge test and academic performance test in Organic Chemistry? (b) Is there a significant difference in the ongoing performance and academic performance of the two groups of respondents who conducted microscale and macroscale experiments? An eighty-item, researcher-constructed Test of Organic Chemistry knowledge (TOCK) was used to determine the initial and achieved (final) knowledge of both groups of respondents. Also a 10-item ongoing performance test was given to both groups after the post-lab discussion for each experiment. The study covered seven (7) laboratory activities in Organic Chemistry. During the treatment, the group assigned as the microscale group used the modified laboratory activities with the reduced amount of chemicals or reagents, while the macroscale group used the regular experiments contained in the prescribed laboratory manual.