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Chemical Education International, Vol. 4, No. 1, AN-4, Received September 22, 2003

UNIVERSITY LEARNING AND LATE-ADOLECENTS OF POST-MODERN AGES


C. Falicoff, O. Pliego, H. Odetti, and E.J. Bottani*
e-mail: [email protected]

Abstract
In our society, the lingering instruction, the growing lack of job opportunities, and the glorification of the adolescence, are factors that contribute to the extension of this period. From the point of view of the University, the first consequence of this phenomenon is a growing proportion of late-adolescents among the student population. Even though its extension and effects are not yet known, we believe that the problem deserves to be thoroughly studied.

The main goal of this work is to determine the percentage of late teenage students at the University taking the Inorganic Chemistry course as a representative sample in our Department. This course is carried out in the last term of the first year of Biochemistry and Biotechnology careers of the Biochemistry and Biological Sciences Department. We are also interested in knowing whether this issue is connected or not to the student's academic performance.

The methodology employed consisted in a questionnaire, personal interviews, and individual observation of the students during regular classes. The instruments employed, as well as the guidelines to conduct the interviews are included as appendixes.

Two main conclusions could be derived from our study. In first place, there is an important proportion of students that fit into the category of late-adolescents. It is also concluded that being a late-adolescent affects the academic performance of the students.

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