CQGs and PQs both helped improve students' learning gains compared with students who had neither activity (Semester III). There is a statistically significant difference between chemistry achievement for students in group X (with CQGs) and group Y (with PQ) only for subsets of the overall population (either in separate semesters or for one gender). However, there is a statistically significant difference between group X (CQG) and group Z (without CQG or PQ). The four stages of selfdirected learning model (dependence, interest, involvement, self-direction)