Evaluating the effects of a modified Thayer method approach on assessment scores in high school chemistry classes

Abstract

Traditionally, students are taught using a teacher centered model. Teachers lecture the class and disperse information to all students at one time. The Thayer Method is an alternative learning model that has been used for over a century at West Point. A modified version of the Thayer Method was implemented in three Chemistry I Honors classes at Meade County High School. Students were given all notes and assignments prior to the beginning of the unit and were expected to prepare and practice the work prior to attending class. Assessment scores were compared between the three treatment classes and two non-treatment classes. In the treatment classes scores were at least nine percentage points lower on all assessments. However, student engagement increased during the implementation of this unit. The implementation of a longer study would be expected to yield more comprehensive results and I would expect, after an initial adjustment period, that assessment scores would increase.