Writing how chemistry was useful kept slightly more students in science majors

The study

1. 01

   Who took part

   2,505 students in a first-year chemistry course at a large US public university. Most were in their first year and a bit over half were women. They were about 19 on average, and 1 in 10 came from groups that are rare in science.

2. 02

   What they did

   Over one term, every student wrote three graded essays of 500 to 600 words about the course material. One group also explained how the material was useful to their own life, or to their life and to helping others. The other group summarised the material and listed sources instead.

3. 03

   What happened

   About two and a half years later, 74 in 100 students who wrote about usefulness were still science majors. That was against 70 in 100 who wrote summaries. Among students from groups that are rare in science, it was 69 in 100 against 55 in 100. Their essays were longer, but they were no more interested in chemistry at the end of the term.

What the study found

1. HelpedGoals

   Of students who wrote how the course was useful to their lives, 74 in 100 stayed in science, against 70.

   • Action: List the benefits of finishingtested

   Large randomised trial of 2,505 students in a first-year chemistry course · vs students who wrote summaries of the material · behaviour was recorded · ⚠ many people dropped out

2. No differenceMotivation

   Writing how the course was useful made students like it no more at the end of term than summaries did.

   • Action: List the benefits of finishingtested

   Large randomised trial of 2,505 students in a first-year chemistry course · vs students who wrote summaries of the material · behaviour was recorded · ⚠ many people dropped out

Source