This study aimed to examine the effectiveness of the implementation of a 10 min daily recap activity at the beginning of a General Chemistry course. The daily recap activity incorporates three evidence-based instructional strategies: retrieval practice, advance organizers, and misconception correction. The quasi-experimental study used the sections of the General chemistry I course offered at Lebanese International University during the Fall 2025 semester. There were two sections of the course, with 40 students, who implemented the daily recap activity, and another two sections with 60 students, who used the traditional lecture method as a control. The effectiveness of the intervention was evaluated through two complementary approaches: quantitative measures using course assessment grades (quizzes, midterm exam, and final exam) and survey based perceptual measures using a purpose-built Likert-scale survey measuring student perceptions of the class-opening activity. Results indicated that students in the intervention group significantly outperformed control students across all major course assessments, with ANCOVA analyses controlling for prior academic achievement, revealing moderate to large effect sizes. The intervention showed particular benefit for students with lower prior achievement, suggesting the potential for reducing achievement gaps. Survey results indicated that intervention students perceived greater clarity in lesson connections, felt more prepared for new material, and reported better conceptual understanding. These findings contribute to the growing evidence base for cognitively based instructional strategies in chemistry education and suggest potential practical benefits of combining multiple evidence-based practices into a brief, structured classroom routine.
Mohamad Nour Zeineddine (2026) studied this question.