Measuring student performance in general organic chemistry

2015 ◽  
Vol 16 (1) ◽  
pp. 168-178 ◽  
Author(s):  
Ara C. Austin ◽  
Hagit Ben-Daat ◽  
Mary Zhu ◽  
Robert Atkinson ◽  
Nathan Barrows ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Cultural Capital ◽  
Cognitive Ability ◽  
Student Performance ◽  
Cognitive Skills ◽  
Cognitive Factors ◽  
Problem Type ◽  
Problem Types ◽  
Wide Range

Student performance in general organic chemistry courses is determined by a wide range of factors including cognitive ability, motivation and cultural capital. Previous work on cognitive factors has tended to focus on specific areas rather than exploring performance across all problem types and cognitive skills. In this study, we have categorized the different kinds of problems encountered in general organic chemistry, and correlated performance in each problem type with overall class performance. Fairly reproducible results are found for ten consecutive semesters over five academic years. Problem types that require higher-level cognitive skills tend to correlate better with overall class performance than those that rely more heavily on memorization. Performance on some problem types was found to predict up to ∼90% of the variances of overall class performance. Correlations across problem types with external student characteristics, such as general chemistry grade, are interpreted as highlighting the important contributions of other factors in addition to cognitive ability to success in organic chemistry.

scholarly journals Development and use of a construct map framework to support teaching and assessment of noncovalent interactions in a biochemical context

2018 ◽  
Vol 19 (4) ◽  
pp. 1151-1165 ◽  
Author(s):  
Jennifer Loertscher ◽  
Jennifer E. Lewis ◽  
Allison M. Mercer ◽  
Vicky Minderhout
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Noncovalent Interactions ◽  
Deep Understanding ◽  
Introductory Biology ◽  
Wide Range ◽  
Using Data ◽  
Prerequisite Courses

Most chemistry educators agree that deep understanding of the nature of noncovalent interactions is essential for learning in chemistry. Yet decades of research have shown that students have persistent incorrect ideas about these interactions. We have worked in collaboration with a community of chemistry, biology, and biochemistry educators to develop a construct map to guide development of instructional and assessment resources related to the physical basis of noncovalent interactions in a biochemical context. This map was devised using data about student learning and expert perspectives on noncovalent interactions, resulting in a framework that provides a detailed roadmap for teaching and learning related to this essential concept. Here we describe the development of the construct map and our use of it to reform our biochemistry teaching practice. Because biochemistry relies on application of concepts learned in prerequisite courses, this construct map could be useful for wide range of courses including general chemistry, introductory biology, organic chemistry, and biochemistry.

scholarly journals Evaluating the Performance of Engineering’s Students in Mathematic Subject based on Academic Decision-Making Techniques

Webology ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 154-165
Author(s):  
Abbas Atwan Mhawes ◽  
Ahmed Yousif Falih Saedi ◽  
Ali Talib Qasim Al-Aqbi ◽  
Lamees Abdalhasan Salman
Keyword(s):  
Data Mining ◽  
Student Performance ◽  
Cognitive Skills ◽  
Data Extraction ◽  
Learning System ◽  
Factors Affecting ◽  
Data Mining Techniques ◽  
Sequence Modeling ◽  
Wide Range ◽  
Estimation Sequence

Data mining is characterized as a quest for useful knowledge via large quantities of data. Some basic and most common techniques for data extraction are association rules, grouping, clustering, estimation, sequence modeling. For a wide range of applications, data mining techniques are used. Techniques of data analysis are essential to the preparation and implementation of the administration of the learning system, including behavioral guidance and personal behavior appraisal. The article applies data analytical methods to the role of student classification. Several tests are used for the interpretation of the findings. In keeping with the methodology proposed in the paper, the classification using cognitive skills provides more detailed results than the findings of other study published. Five algorithms were used (J48, Naïve Bayes, Multilayer Perception, K Star and SMO). This essay discusses and measures the application of the various algorithms so that factors affecting the success and failure of students can be identified, student performance can be estimated, and the significant consequences of the mathematics system for the second university year can be identified. However the number of exams can be minimized using data mining techniques. In terms of time and consequences, this shortened analysis plays a key role.

A Cross-Sectional Investigation of Students' Reasoning About Integer Addition and Subtraction: Ways of Reasoning, Problem Types, and Flexibility

2018 ◽  
Vol 49 (5) ◽  
pp. 575-613 ◽  
Author(s):  
Lisa L. Lamb ◽  
Jessica Pierson Bishop ◽  
Randolph A. Philipp ◽  
Ian Whitacre ◽  
Bonnie P. Schappelle
Keyword(s):  
Student Performance ◽  
Cross Sectional Study ◽  
Problem Type ◽  
Sectional Study ◽  
Cross Sectional ◽  
Data Set ◽  
Problem Types ◽  
Reasoning Problem ◽  
Addition And Subtraction

In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-numbersentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis of the WoRs also led to the identification of 3 problem types: change-positive, all-negatives, and counterintuitive. We found that problem type influenced student performance and tended to evoke a different way of reasoning. We showed that those with more experience with negative numbers use WoRs more flexibly than those with less experience and that flexibility is correlated with accuracy. We provide 3 types of resources for educators: (a) WoRs and problem-types frameworks, (b) characterization of flexibility with integer addition and subtraction, and (c) development of a trajectory of learning about integers.

Does Age Moderate the Influence of Early Life Language Experiences? A Naturalistic Home Observation Study

2019 ◽  
Author(s):  
Katrina d'Apice ◽  
Sophie von Stumm
Keyword(s):  
Cognitive Ability ◽  
Early Life ◽  
Cognitive Skills ◽  
Cognitive Testing ◽  
Parent Ratings ◽  
Language Experience ◽  
Observation Study ◽  
Home Environments ◽  
Lexical Diversity ◽  
Audio Recordings

We explored if children’s age moderated associations between their early life language experiences and their linguistic and cognitive skills. For 107 British children, aged 24 to 48 months, and their families, we collected 3 day-long audio-recordings of their naturalistic home environments (M = 15.06 hours per day, SD = 1.87). Children’s cognitive ability was assessed by parent-ratings and with a cognitive testing booklet that children completed at home. We found that the quantity, lexical diversity and vocabulary sophistication of adult speech were associated with children’s linguistic and cognitive skills. However, these associations were not moderated by children’s age. Our findings suggest that the influence of early life language experience is not differentiated at age 24 to 48 months.

scholarly journals Modern Synthetic Methods for the Stereoselective Construction of 1,3-Dienes

Molecules ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 249
Author(s):  
Raquel G. Soengas ◽  
Humberto Rodríguez-Solla
Keyword(s):  
Organic Chemistry ◽  
Natural Products ◽  
Functional Group ◽  
Biological Activities ◽  
Synthetic Methods ◽  
Bond Forming ◽  
Drug Candidates ◽  
The Past ◽  
Wide Range

The 1,3-butadiene motif is widely found in many natural products and drug candidates with relevant biological activities. Moreover, dienes are important targets for synthetic chemists, due to their ability to give access to a wide range of functional group transformations, including a broad range of C-C bond-forming processes. Therefore, the stereoselective preparation of dienes have attracted much attention over the past decades, and the search for new synthetic protocols continues unabated. The aim of this review is to give an overview of the diverse methodologies that have emerged in the last decade, with a focus on the synthetic processes that meet the requirements of efficiency and sustainability of modern organic chemistry.

Relationships Between Cognitive and Driving Self-Awareness in Older Drivers

2020 ◽  
Author(s):  
Laurence Paire-Ficout ◽  
Sylviane Lafont ◽  
Marion Hay ◽  
Amandine Coquillat ◽  
Colette Fabrigoule ◽  
...  
Keyword(s):  
Experimental Study ◽  
Cohort Study ◽  
Cognitive Ability ◽  
Cognitive Skills ◽  
Self Regulation ◽  
Older Drivers ◽  
Driving Ability ◽  
Digit Symbol Substitution Test ◽  
Self Awareness ◽  
Subjective Data

Abstract Objectives Many older drivers incorrectly estimate their driving ability. The present study aimed to determine whether, and if so, to what extent unawareness of cognitive abilities affects self-awareness of driving ability. Methods Two successive studies were conducted. A cohort study investigated cognitive self-awareness and an experimental study examined driving self-awareness in older drivers. In each one, self-awareness was assessed by cross-analyzing objective (respectively Trail-Making Tests A & B and the Digit Symbol Substitution Test and driving performance of on-road assessment) and subjective data (responses about everyday cognitive skills and driving ability). Older drivers were then classified as being over-, correct or underestimators. The three cognitive and driving self-awareness profiles were then cross-analyzed. Results In the cohort study, 1,190 drivers aged 70 years or older were included. The results showed that 42.7% of older drivers overestimated their cognitive ability, 42.2% estimated it correctly, and 15.1% underestimated it. The experimental study included 145 participants from the cohort. The results showed that 34% of participants overestimated, 45% correctly estimated, and 21 % underestimated their driving ability. There was a significant relationship between cognitive and driving self-awareness profiles (p=0,02). This overlap was more marked in overestimators. Discussion Significant overlap between cognitive and driving self-awareness provides useful and new knowledge about driving in the aging population. Misestimation of cognitive ability could hamper self-awareness of driving ability, and consequently self-regulation of driving. It is now crucial to develop measures that promote self-awareness of ability.

scholarly journals The tip of the iceberg in organic chemistry classes: how do students deal with the invisible?

2015 ◽  
Vol 16 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Nicole Graulich
Keyword(s):  
Organic Chemistry ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Conceptual Knowledge ◽  
Chemistry Education ◽  
Scholarly Work ◽  
Related Research ◽  
Research Areas ◽  
Research Activities ◽  
Problem Solving Behavior

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities.

scholarly journals Diet and general cognitive ability in the UK Biobank dataset

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Piril Hepsomali ◽  
John A. Groeger
Keyword(s):  
Cognitive Ability ◽  
Dietary Patterns ◽  
Red Meat ◽  
Milk Intake ◽  
Special Focus ◽  
General Cognitive Ability ◽  
Food Groups ◽  
Uk Biobank ◽  
Wide Range ◽  
The Uk

AbstractAccumulating evidence suggests that dietary interventions might have potential to be used as a strategy to protect against age-related cognitive decline and neurodegeneration, as there are associations between some nutrients, food groups, dietary patterns, and some domains of cognition. In this study, we aimed to conduct the largest investigation of diet and cognition to date, through systematically examining the UK Biobank (UKB) data to find out whether dietary quality and food groups play a role on general cognitive ability. This cross-sectional population-based study involved 48,749 participants. UKB data on food frequency questionnaire and cognitive function were used. Also, healthy diet, partial fibre intake, and milk intake scores were calculated. Adjusted models included age, sex, and BMI. We observed associations between better general cognitive ability and higher intakes of fish, and unprocessed red meat; and moderate intakes of fibre, and milk. Surprisingly, we found that diet quality, vegetable intake, high and low fibre and milk intake were inversely associated with general cognitive ability. Our results suggest that fish and unprocessed red meat and/or nutrients that are found in fish and unprocessed red meat might be beneficial for general cognitive ability. However, results should be interpreted in caution as the same food groups may affect other domains of cognition or mental health differently. These discrepancies in the current state of evidence invites further research to examine domain-specific effects of dietary patterns/food groups on a wide range of cognitive and affective outcomes with a special focus on potential covariates that may have an impact on diet and cognition relationship.

scholarly journals Meta-analysis of epigenome-wide associations between DNA methylation at birth and childhood cognitive skills

2020 ◽  
Author(s):  
Doretta Caramaschi ◽  
Alexander Neumann ◽  
Andres Cardenas ◽  
Gwen Tindula ◽  
Silvia Alemany ◽  
...  
Keyword(s):  
Dna Methylation ◽  
Cord Blood ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Strong Predictor ◽  
Meta Analysis ◽  
Later Life ◽  
Life Outcomes ◽  
Cognitive Domains ◽  
Wide Range

ABSTRACTCognitive skills are a strong predictor of a wide range of later life outcomes. Genetic and epigenetic associations across the genome explain some of the variation in general cognitive abilities in the general population and it is plausible that epigenetic associations might arise from prenatal environmental exposures and/or genetic variation early in life. We investigated the association between cord blood DNA methylation at birth and cognitive skills assessed in children from eight pregnancy cohorts (N=2196-3798) within the Pregnancy And Childhood Epigenetics (PACE) Consortium across overall, verbal and non-verbal cognitive scores. The associations at single CpG sites were weak for all of the cognitive domains investigated. One region near DUSP22 on chromosome 6 was associated with non-verbal cognition in a model adjusted for maternal IQ. We conclude that there is little evidence to support the idea that cord blood DNA methylation at single CpGs can predict cognitive skills and further studies are needed to confirm regional differences.

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