Evaluating the Parallel Classes on Inorganic Chemistry Undergraduates

Parallel classes has been applied as an instructional approach to support students academic in undergraduate education classrooms including in science subjects. The purpose of this study was to identify the potentials and constraints of the implementation of parallel classes on undergraduate students of faculty of education, Tadulako University, Indonesia during the period of the academic year 2014-2016, in which inorganic subjects were taught in three classrooms denotes as A, B and C. All data were collected from records of score lists (DPNA) that included mid-test, final test, and laboratory grades. Significant differences in student' academic achievements and laboratory performances were found in these classes. Students in class C reported academically better than other classes either in lectures and in the laboratory. Student preferred small class and was taught by different lecturers. Based on these preliminary results, the parallel class which is practiced at the present has drawbacks for meeting the needs of students in inorganic chemistry classrooms.