Connecting achievement motivation to performance in general chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 1054-1066 ◽  
Author(s):  
Brent Ferrell ◽  
Michael M. Phillips ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Chemistry Education ◽  
Situational Interest ◽  
Course Performance ◽  
Psychological Constructs ◽  
First Semester ◽  
Chemistry Students ◽  
Affective Processes

Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n= 170). We explored the connections that exist among these three constructs as well as their connections to course performance. Multiple regression and path analysis revealed that self-efficacy measured during week 12 was the strongest predictor of final course grade followed by situational interest. We also report that personal interest is a significant predictor of future self-efficacy. Our results add to the growing literature on psychological constructs within chemistry education by identifying variables related to motivation that have a significant connection to course performance among chemistry students. We briefly address how these variables could be targeted in the classroom.

How do general chemistry students’ impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?

2017 ◽  
Vol 18 (4) ◽  
pp. 785-797 ◽  
Author(s):  
Vickie M. Williamson ◽  
Caitlin J. Zumalt
Keyword(s):  
General Chemistry ◽  
Perceived Learning ◽  
Course Performance ◽  
First Semester ◽  
Chemistry Students ◽  
Course Grades ◽  
Survey Results ◽  
Level Of Understanding ◽  
Large Sections ◽  
Online Web

Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students’ perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap.

Analysis of students' self-efficacy, interest, and effort beliefs in general chemistry

2015 ◽  
Vol 16 (2) ◽  
pp. 318-337 ◽  
Author(s):  
Brent Ferrell ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Secondary School Student ◽  
College Level ◽  
Confirmatory Factor Analyses ◽  
First Semester ◽  
Chemistry Students

Research in academic motivation has highlighted a number of salient constructs that are predictive of positive learning strategies and academic success. Most of this research has centered on college-level social sciences or secondary school student populations. The main purpose of this study was to adapt existing measures of personal interest and effort beliefs to a college chemistry context. In addition, a chemistry-specific measure of self-efficacy was evaluated in a modified form. This set of scales was initially administered at two time points in a first-semester general chemistry course to a sample of undergraduates (n1= 373,n2= 294). Confirmatory factor analyses (CFA) were conducted to determine whether the scales were functional in a chemistry context. Following revision of the scales, all CFA models demonstrated acceptable fit to the data. Cross-validation of the revised scales was performed using two different populations (n= 432,n= 728), with both studies producing similar model fits. Furthermore, our data shows that chemistry majors reported higher self-efficacy and interest than non-science majors. Cronbach's alpha estimates ranged from 0.75 to 0.92 for the revised scales across all studies. This set of scales could provide useful tools for assessing general chemistry students' motivation and the motivational impacts of various teaching practices.

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.

The effect that comparing molecular animations of varying accuracy has on students’ submicroscopic explanations

2017 ◽  
Vol 18 (4) ◽  
pp. 582-600 ◽  
Author(s):  
Resa M. Kelly ◽  
Sevil Akaygun ◽  
Sarah J. R. Hansen ◽  
Adrian Villalta-Cerdas
Keyword(s):  
General Chemistry ◽  
Experimental Evidence ◽  
Reaction Mechanisms ◽  
Redox Reaction ◽  
Molecular Level ◽  
Electron Exchange ◽  
The Other ◽  
First Semester ◽  
Chemistry Students ◽  
Solid Copper

In this qualitative study, we examined how a group of seventeen first semester General Chemistry students responded when they were shown contrasting molecular animations of a reduction–oxidation (redox) reaction between solid copper and aqueous silver nitrate for which they first viewed a video of the actual experiment. The animations contrasted in that they portrayed different reaction mechanisms for the redox reaction. One animation was scientifically accurate and reflected an electron exchange mechanism, while the other was purposefully inaccurate and represented a physical exchange between the ions. Students were instructed to critique each animation for its fit with the experimental evidence and to ultimately choose the animation that they felt best depicted the molecular level of the chemical reaction. Analyses showed that most students identified that the electron exchange animation was the more scientifically accurate animation; however, approximately half of the students revised their drawings to fit with the inaccurate physical exchange animation. In addition, nearly all students thought that both animations were correct and useful for understanding salient information about the redox reaction. The results indicate that when students are shown contrasting animations of varying accuracy they make errors in deciding how the animations are supported and refuted by the evidence, but the treatment is effective. Contrasting animations promote students to think deeply about how animations fit with experimental evidence and is a promising way to engage students to think deeply about animations.

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.

Analysing the impact of a discussion-oriented curriculum on first-year general chemistry students' conceptions of relative acidity

2018 ◽  
Vol 19 (2) ◽  
pp. 543-557 ◽  
Author(s):  
Lisa Shah ◽  
Christian A. Rodriguez ◽  
Monica Bartoli ◽  
Gregory T. Rushton
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Chemistry Education ◽  
Item Analysis ◽  
First Year ◽  
Chemistry Students ◽  
Post Test ◽  
Primary Determinant ◽  
The Impact ◽  
Relative Acidity

Instructional strategies that support meaningful student learning of complex chemical topics are an important aspect of improving chemistry education. Adequately assessing the success of these approaches can be supported with the use of aligned instruments with established psychometrics. Here, we report the implementation and assessment of one such curriculum,Chemical Thinking, on first-year general chemistry students' conceptions of relative acidity using the recently-developed concept inventory,ACIDI. Our results reveal that, overall, students performed significantly better onACIDIfollowing instruction, with scores consistent with those previously reported for students who had completed one semester of organic chemistry. Students performed equally well on a delayed post-test administered ten weeks after final instruction, which suggests that instruction promoted a stable conceptual reprioritisation. Item analysis ofACIDIrevealed that students generally made conceptual gains on items where inductive effects were the primary determinants of conjugate base stability and relative acidity. However, students overwhelmingly struggled on items where resonance was the primary determinant. Analysis of student–student arguments in active learning settings provided evidence for how the quality of student arguments impacted their conceptions. Overall, these findings suggest that students were able to avoid several superficial misconceptions cited in the literature about relative acidity, and that this topic, traditionally taught exclusively in organic chemistry, may be introduced earlier in the sequence of curricular topics. Implications for future studies on the role of argumentational aspects of student–student conversations and facilitation strategies in promoting or hindering meaningful learning are discussed.

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