Notes on experiments for introductory college chemistry

1965 ◽  
Vol 42 (9) ◽  
pp. 495 ◽  
Keyword(s):  
College Chemistry ◽  
Introductory College

scholarly journals How Do We Measure Success in Introductory College Chemistry?

2017 ◽  
Vol 94 (3) ◽  
pp. 265-266 ◽  
Author(s):  
Norbert J. Pienta
Keyword(s):  
College Chemistry ◽  
Introductory College

scholarly journals Introductory College Chemistry. Revised edition (Holmes, Harry N.)

1931 ◽  
Vol 8 (9) ◽  
pp. 1902
Author(s):  
Norris W. Rakestraw
Keyword(s):  
College Chemistry ◽  
Introductory College

Introducing New Learning Tools into a Standard Classroom: A Multi-Tool Approach to Integrating Fuel-Cell Concepts into Introductory College Chemistry

2007 ◽  
Vol 84 (2) ◽  
pp. 248 ◽  
Author(s):  
Kenneth W. Lux ◽  
Matthew J. D'Amato ◽  
Barbara Anderegg ◽  
Kenneth A. Walz ◽  
Holly Walter Kerby
Keyword(s):  
Fuel Cell ◽  
Learning Tools ◽  
College Chemistry ◽  
New Learning ◽  
Introductory College

Partial least squares structural equation modeling of chemistry attitude in introductory college chemistry

2018 ◽  
Vol 19 (4) ◽  
pp. 1270-1286 ◽  
Author(s):  
James Ross ◽  
Leslie Nuñez ◽  
Chinh Chu Lai
Keyword(s):  
Structural Equation Modeling ◽  
Least Squares ◽  
Partial Least Squares ◽  
Structural Equation ◽  
At Risk Students ◽  
Affective Domain ◽  
Equation Modeling ◽  
College Chemistry ◽  
The Subject ◽  
Introductory College

Students’ decisions to enter or persist in STEM courses is linked with their affective domain. The influence of factors impacting students’ affective domain in introductory college chemistry classes, such as attitude, is often overlooked by instructors, who instead focus on students’ mathematical abilities as sole predictors of academic achievement. The current academic barrier to enrollment in introductory college chemistry classes is typically a passing grade in a mathematics prerequisite class. However, mathematical ability is only a piece of the puzzle in predicting preparedness for college chemistry. Herein, students’ attitude toward the subject of chemistry was measured using the original Attitudes toward the Subject of Chemistry Inventory (ASCI). Partial least squares structural equation modeling (PLS-SEM) was used to chart and monitor the development of students’ attitude toward the subject of chemistry during an introductory college chemistry course. Results from PLS-SEM support a 3-factor (intellectual accessibility,emotional satisfaction, andinterestandutility) structure, which could signal the distinct cognitive, affective, and behavioral components of attitude, according to its theoretical tripartite framework. Evidence of a low-involvement hierarchy of attitude effect is also presented herein. This study provides a pathway for instructors to identify at-risk students, exhibiting low affective characteristics, early in a course so that academic interventions are feasible. The results presented here have implications for the design and implementation of teaching strategies geared toward optimizing student achievement in introductory college chemistry.

Noncognitive predictors of achievement in introductory college chemistry

1995 ◽  
Vol 36 (4) ◽  
pp. 473-490 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
College Chemistry ◽  
Introductory College

scholarly journals Introductory College Chemistry. Third edition (Holmes, H. N.)

1940 ◽  
Vol 17 (3) ◽  
pp. 149
Author(s):  
Norris W. Rakestraw
Keyword(s):  
College Chemistry ◽  
Introductory College

scholarly journals Sleep quality, duration, and consistency are associated with better academic performance in college students

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kana Okano ◽  
Jakub R. Kaczmarzyk ◽  
Neha Dave ◽  
John D. E. Gabrieli ◽  
Jeffrey C. Grossman
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Quantitative Data ◽  
Objective Measures ◽  
College Chemistry ◽  
Activity Trackers ◽  
Objective Evidence ◽  
Wearable Activity Trackers ◽  
Single Night ◽  
Introductory College

Abstract Although numerous survey studies have reported connections between sleep and cognitive function, there remains a lack of quantitative data using objective measures to directly assess the association between sleep and academic performance. In this study, wearable activity trackers were distributed to 100 students in an introductory college chemistry class (88 of whom completed the study), allowing for multiple sleep measures to be correlated with in-class performance on quizzes and midterm examinations. Overall, better quality, longer duration, and greater consistency of sleep correlated with better grades. However, there was no relation between sleep measures on the single night before a test and test performance; instead, sleep duration and quality for the month and the week before a test correlated with better grades. Sleep measures accounted for nearly 25% of the variance in academic performance. These findings provide quantitative, objective evidence that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college. Gender differences are discussed.

Automatic titrimetry in introductory college chemistry

1964 ◽  
Vol 41 (10) ◽  
pp. 554
Author(s):  
O. T. Zajicek
Keyword(s):  
College Chemistry ◽  
Introductory College
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