Published In
Chemistry Education Research and Practice
Document Type
Pre-Print
Publication Date
10-28-2024
Abstract
Students’ expectations for their laboratory coursework are theorized to have an impact on their learning experiences and behaviors, such as engagement. Before students’ expectations and engagement can be explored in different types of undergraduate chemistry laboratory courses, appropriate measures of these constructs must be identified, and evidence of validity and reliability for the data collected with these instruments must be investigated. This study collected evidence related to response process validity, internal structure validity, and single administration reliability for version 2 of the Meaningful Learning in the Laboratory Instrument (MLLIv2) and a measure of student engagement in the undergraduate chemistry laboratory. Additionally, evidence of consequential validity was assessed through measurement invariance, providing support for the comparison of latent means between the groups. Differences in students’ expectations and engagement were found based on course-level (general vs. organic chemistry) and pedagogical style (cookbook vs. inquiry-based).
Rights
© Copyright the author(s) 2024
Locate the Document
DOI
10.1039/d4rp00277f
Persistent Identifier
https://archives.pdx.edu/ds/psu/44078
Citation Details
Published as: Vaughan, E. B., Tummuru, S., & Barbera, J. (2025). Investigating students’ expectations and engagement in general and organic chemistry laboratory courses. Chemistry Education Research and Practice, 26(1), 271–288.
Description
This is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published as: Investigating students’ expectations and engagement in general and organic chemistry laboratory courses. Chemistry Education Research and Practice, 26(1), 271–288.