Document Type

Article

Publication Date

7-14-2026

Comments

This article is the author's final published version in Journal of Chemical Education, Volume 103, Issue 7, 2026, Pages 3739 - 3744.

The published version is available at https://doi.org/10.1021/acs.jchemed.6c00431. Copyright © 2026 The Author.

Abstract

Organic Chemistry I presents significant challenges for students, requiring both conceptual understanding and effective study strategies. Two commonly used approaches to support learning are structured practice problems and metacognitive reflection activities; however, these strategies are rarely compared directly within the same course context. In this study, students enrolled in a postbaccalaureate Organic Chemistry I course (n = 31) were randomly assigned to one of two low-stakes interventions: weekly practice problem sets or structured reflection surveys focused on study strategies. Student performance was evaluated using three midterm examinations, a cumulative final exam, and overall course grades, along with measures of participation. Students in both groups achieved similar final course outcomes, with only small, nonsystematic differences across individual assessments (Cohen’s d < 0.3). The reflection group showed slightly higher mean performance on early exams, whereas the practice group performed slightly higher on later assessments, including the final exam, resulting in convergent overall performance. Participation was moderately associated with course performance across all students (r = 0.315). Although students in the reflection group demonstrated higher levels of class participation, this increased engagement did not translate into differences in final outcomes between groups. These findings suggest that metacognitive reflection and practice-based activities may represent different pathways that produced similar academic outcomes in this context. While reflection may promote early engagement and adjustment to course demands, practice-based activities may more directly reinforce the procedural skills assessed in examinations. Instructors may therefore select or combine these strategies based on instructional goals. Findings should be interpreted in light of the small sample size and course-specific context.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Language

English

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