Can they succeed? Exploring at-risk students' study habits in college general chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 878-892 ◽  
Author(s):  
Li Ye ◽  
Constantine Shuniak ◽  
Razanne Oueini ◽  
Jenay Robert ◽  
Scott Lewis
Keyword(s):  
At Risk ◽  
General Chemistry ◽  
Academic Performance ◽  
At Risk Students ◽  
Text Message ◽  
Study Habits ◽  
Final Exam ◽  
Chemistry Students ◽  
The Difference

A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship between study habits and academic performance for at-risk students in General Chemistry. Students who were in the bottom quartile of SAT math scores were identified as at-risk students. The study habits of General Chemistry students, both those identified as at-risk and those not identified were measured by text message inquiries. The text message asked ‘‘Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?” twice a week throughout a semester. Student responses to the messages were used to calculate the frequency of studying throughout the term. The results from a multiple regression analysis showed that high frequency of studying could mitigate the difference between at-risk and non-at-risk students on final exam scores. Additionally, the quality of studying for six at-risk students was analyzed by student interviews in concert with their text message responses. The results indicated that the quality of studying is not necessarily linked to frequency of studying and both quality and frequency can play a role in at-risk students' academic performance. The results presented offer a path for at-risk students to succeed in General Chemistry and the methodology presented offers a potential avenue for evaluating future efforts to improve student success.

An explanative basis for the differential performance of students with low math aptitude in general chemistry

2019 ◽  
Vol 20 (3) ◽  
pp. 570-593 ◽  
Author(s):  
Vanessa R. Ralph ◽  
Scott E. Lewis
Keyword(s):  
At Risk ◽  
General Chemistry ◽  
At Risk Students ◽  
First Semester ◽  
Chemistry Students ◽  
Solution Processes ◽  
Differential Performance ◽  
Low Performance ◽  
Academic Chemistry ◽  
Math Aptitude

Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond multiplication or division, and at-risk students who achieved proficiency with the mole concept and stoichiometry had no noticeable gaps in academic chemistry performance when compared to students scoring in the top three quartiles of math aptitude. Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry. Three hundred and forty-eight students responded to all survey prompts with 101 identified as at-risk. Findings suggest that while all students were observed to struggle in the conceptualization of the algorithms by which they execute solution processes, not-at-risk chemistry students were more likely to achieve correct answers via chemically implausible solution pathways. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry.

Learning beyond the classroom: using text messages to measure general chemistry students' study habits

2015 ◽  
Vol 16 (4) ◽  
pp. 869-878 ◽  
Author(s):  
Li Ye ◽  
Razanne Oueini ◽  
Austin P. Dickerson ◽  
Scott E. Lewis
Keyword(s):  
General Chemistry ◽  
Chemistry Education ◽  
Text Message ◽  
Text Messages ◽  
Study Habits ◽  
Participant Recruitment ◽  
Student Groups ◽  
Course Content ◽  
Chemistry Students ◽  
Chemistry Education Research

This study used a series of text message inquiries sent to General Chemistry students asking: “Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?” This method for collecting data is novel to chemistry education research so the first research goals were to investigate the feasibility of the technique and the evidence for validity of the data collected. The results showed that text messages provide ample data on students' study habits though initial participant recruitment may pose a challenge. This study also explored evidence for validity and found that the percent of students reporting studying peaked with each exam date matching the expected trend (content validity) and participants in the study had only small departures from the population of students at the setting (generalizable validity). Second, students' study habits were characterized using cluster analysis finding three clusters: students that knowingly do not study, students who describe mandatory course components as studying and students who study in addition to the mandatory course components. These student groups were compared on a common exam in the course with the last group out-performing those who knowingly do not study. Finally, student study habits were charted across the semester and show signs of adapting, possibly as a result of course expectations or course content.

scholarly journals Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

2017 ◽  
Vol 7 (3) ◽  
pp. 42
Author(s):  
Vikash Rowtho
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Early Detection ◽  
Undergraduate Students ◽  
At Risk Students ◽  
Regression Analyses ◽  
Linear Discriminant ◽  
Student Dropout ◽  
Performance Predictors ◽  
A New Technique

Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

scholarly journals Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

2017 ◽  
Vol 6 (2) ◽  
pp. 93-102 ◽  
Author(s):  
María Dolores Guerra-Martín ◽  
Marta Lima-Serrano ◽  
Joaquín Salvador Lima-Rodríguez
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Nursing Students ◽  
At Risk Students ◽  
Intervention Group ◽  
Academic Failure ◽  
Program Satisfaction ◽  
Tutoring Program ◽  
Information Comprehension ◽  
Education Support

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

Smart Learning through Pervasive Computing Devices

2011 ◽  
pp. 3486-3491
Author(s):  
S. R. Balasundaram ◽  
Roshy M. John ◽  
B. Ramadoss
Keyword(s):  
At Risk ◽  
New Technologies ◽  
At Risk Students ◽  
Engaged Learning ◽  
Smart Learning ◽  
Technology Applications ◽  
High Standards ◽  
Pullout Programs

An increasing number of educators are calling for high standards and challenging learning activities for students. Learning blended with technology can especially provide all possible sources of education. The technologies are not only going to act as technical add-ons to the system but also they can try their best to improve the quality of education. New technologies can provide meaningful learning experiences for all learners, especially those who are in the developing countries. Educational centers that capitalize on the technological and educational reforms will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy but also the kinds of technology applications typically used in classrooms serving at-risk students. The vision of classrooms structured around student involvement in challenging, long-term projects and focused on meaningful, engaged learning is important for all students. Yet such a change in practice would be especially dramatic for those students who have been characterized as economically disadvantaged or at risk. Traditionally, schools have had lower expectations for such students. Teachers have emphasized the acquisition of basic skills for at-risk students, often in special pullout programs or in lower level tracks.

I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course

2021 ◽  
Author(s):  
Caroline Z. Muteti ◽  
Carolina Zarraga ◽  
Brooke I. Jacob ◽  
Tuli M. Mwarumba ◽  
Dorothy B. Nkhata ◽  
...  
Keyword(s):  
General Chemistry ◽  
The United States ◽  
Study Strategies ◽  
Higher Order ◽  
Metacognitive Strategies ◽  
First Year ◽  
Final Exam ◽  
Chemistry Students ◽  
Explicit Teaching ◽  
The Impact

Many students transitioning from high school to college are faced with challenges of getting acclimated to college life and managing their time and heavy course load that is cognitively demanding. Students planning to major in science, technology, engineering, and mathematics (STEM) programs in the United States are mostly required to enroll in general chemistry courses as prerequisites. Unfortunately, these courses are among the STEM gateway courses in which many first-year students struggle to get through, or are weeded out. This is partly due to the use of ineffective study strategies that require more than rote memorization, a common learning approach in high schools. One way to prepare first-year college students for STEM trajectories is by teaching them metacognitive strategies early in their study programs to enable early adoption and sustainability of metacognition knowledge and metacognition regulation skills as they progress to the advanced courses. While a handful of studies have investigated study strategies among students in the general chemistry courses as well as the impact of metacognitive activities on student performance in chemistry, very few in-depth qualitative studies investigating the influence of explicit teaching of metacognition on students’ study strategies have been reported. Using open-ended questionnaires, this unique study investigated general chemistry students’ study strategies that they employed prior to a 50 minute metacognition lesson; strategies they reported to have gained from the instruction; and the influence of the metacognition instruction on students’ study strategies and performance in the final exam. Findings indicated more reported use of rote memorization over higher-order study strategies prior to the metacognition instruction, but more reported gains on higher-order study strategies and fewer strategies related to rote memorization immediately after the metacognition instruction. Furthermore, 67% reported a positive influence of the metacognition instruction on study strategies, with 7% lower DFs in the final exam compared to those who reported ‘no influence’. Findings revealed that most general chemistry students were unaware of effective study strategies; thus, there is a critical need to explicitly teach students in general chemistry courses metacognitive strategies.

scholarly journals Using Heart Rate to Predict Students’ Academic Performance

2019 ◽  
Vol 8 (3) ◽  
pp. 5916-5920
Keyword(s):  
At Risk ◽  
Heart Rate ◽  
Academic Performance ◽  
Prediction Models ◽  
At Risk Students ◽  
Rate Data ◽  
Threshold Values ◽  
Heart Rate Data ◽  
Rate Fluctuation ◽  
Remedial Intervention

Timeliness was a missing factor in many studies on Academic Performance Prediction to identify at-risk students. This study embarked on a search to evaluate the feasibility of predicting students’ performance based on heart rate data collected during classes. This dimension of data was collected in the first four weeks after semester commencement to validate accurate prediction that will enable educationists to introduce remedial intervention to at-risk students. Another aim of this study is to determine the best threshold values for the different types of heart rate fluctuations that can be used in predicting academic achievements. The threshold values were tested further to verify whether the prediction model for individual course or combined courses was more accurate. Results revealed that heart rate data alone can achieve a maximum prediction accuracy of 88% and recall of 100%. Threshold values calculated in derived heart rate fluctuation types produces the best results. Prediction models for individual courses outperform the model using average threshold values of all courses.

Application and testing of a framework for characterizing the quality of scientific reasoning in chemistry students' writing on ocean acidification

2019 ◽  
Vol 20 (3) ◽  
pp. 484-494 ◽  
Author(s):  
Alena Moon ◽  
Robert Moeller ◽  
Anne Ruggles Gere ◽  
Ginger V. Shultz
Keyword(s):  
General Chemistry ◽  
Ocean Acidification ◽  
Scientific Reasoning ◽  
Ways Of Knowing ◽  
Alternative Conceptions ◽  
Writing To Learn ◽  
Chemistry Students ◽  
Scientific Accuracy ◽  
Science Educators

Science educators recognize the need to teach scientific ways of knowing and reasoning in addition to scientific knowledge. However, characterizing and assessing scientific ways of knowing and reasoning is challenging. Writing-to-learn offers one way of eliciting and supporting students’ reasoning; further, writing serves to externalize and make traceable students’ reasoning. For this reason, it is a useful formative assessment of scientific reasoning. The utility hinges on researchers’ ability to understand what students can do and think from their writing. Given the challenges in assessing students’ writing, this research offers an adapted framework for assessing students’ scientific reasoning evident in writing. This work will introduce an adapted framework and show an application to general chemistry students’ argumentative writing about ocean acidification. We provide evidence that this framework can be used to validly estimate the quality of students’ reasoning. We argue that this framework offers some affordances that overcome challenges reported in the literature. It serves to define scientific reasoning in a domain-general way by breaking it down into its components, but in a way that can produce a composite score that tells us about how students reason using chemistry content. Further, the framework provides a way to characterize the scientific accuracy of students’ reasoning that can inform instructors’ treatment of alternative conceptions.

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