Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics

Abstract

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.