This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree. / Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.

The problem of this study was to determine the relative effectiveness of the note-test system and the traditional lecture system of teaching basic college chemistry.

As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization. Self-efficacy predicted performance for males and females, while self-determination, help-seeking and time and study environment also predicted female success. Few differences in these variables were found between ethnicity groups. Self-efficacy positively predicted performance for Asians and Whites, and metacognitive self-regulation skills negatively predicted success for Other students. The results have implications for college science instructors who are encouraged to collect and utilize data on students’ motivation and learning strategy use, promote both in science classes, and design interventions for specific students who need more support.

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