The Effects of Remedial Teaching Strategies on Undergraduate Chemistry Students’ Learning in Units of Measurement

Kamonthip Ongartyuthanakorn, Borwonnun Daokrajang, Sunhajutha Tirangkoor, Chaweewan Kaewsaiha, Kanokrat Kunasaraphan


The purposes of this study were (1) to investigate the effects of remedial teaching on improving the undergraduate chemistry students’ ability, and (2) to assess the undergraduate chemistry students’ satisfaction towards the remedial teaching. The participants were 19 chemistry undergraduate students of Faculty of Science and Technology, Suan Sunandha Rajabhat University. The researchers provided the activity sheets and technology-based learning (Kahoot!) through the remedial teaching strategies: Engagement (E), Discussion (D), and Conclusion (C) to develop ‘mathematical concepts’ in units of measurement: Scientific Notation, Standard International Unit--SI Prefix, Unit of Volume, and Unit of Mass. The results showed that the students were seen to do marginally better overall significantly, and there
was highly satisfaction with the implementation of the remedial teaching strategies.

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