Provides an explanation of an introductory chemistry program for nursing students in which an individualized approach to instruction is utilized. Student evaluation results are presented. (CP)

Presents data to evaluate the effectiveness of the Keller method relative to the traditional lecture/discussion section approach. The evaluation is in terms of the teaching of facts, principles, techniques and attitudes; student preparation for advanced chemistry; attraction of chemistry majors; program efficiency. (GS)

Describes modifications included in an examination procedure allowing students to take an exam on a given unit twice, and the use of nonobjective exams. The grading of exams by the professor in consultation with the student was viewed as the most productive aspect of the course. (GS)

A freshman chemistry course was taught with emphasis on self-pacing, student-instructor interaction, and individual understanding of each topic. Student were graded after each unit and on the final exam. Results of the investigation showed higher grades and greater student participation compared to previous groups taught by the lecture method. (PS)

Techniques and instructional strategies for individualizing a high school chemical program are reviewed. (SK)