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.

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.

Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

2018 ◽  
Vol 19 (3) ◽  
pp. 867-884 ◽  
Author(s):  
Vanessa R. Ralph ◽  
Scott E. Lewis
Keyword(s):  
At Risk ◽  
Standardized Test ◽  
At Risk Students ◽  
Academic Failure ◽  
College Entrance ◽  
First Semester ◽  
College Board ◽  
Bottom Quartile ◽  
Math Aptitude ◽  
Not At Risk

The identification of students at risk for academic failure in undergraduate chemistry courses has been heavily addressed in the literature. Arguably one of the strongest and most well-supported predictors of undergraduate success in chemistry is the mathematics portion of the SAT (SAT-M), a college-entrance, standardized test administered by the College Board. While students scoring in the bottom quartile of the SAT-M (herein referred to as at-risk) perform significantly worse on first-semester chemistry assessments, little is known of the topics on which these students differentially struggle. The purpose of this study is to provide insight as to which first-semester chemistry topics present an incommensurate challenge to at-risk students. Students were identified as either at-risk or not at-riskviaSAT-M scores. Students’ assessment responses were collected across four semesters of first-semester chemistry courses at a large, public university (N= 5636). At-risk students struggled consistently across all topics but disproportionately with mole concept and stoichiometry. Analyzing the trend in topics suggests that the struggles of at-risk students are not entirely attributable to topics that rely heavily on algorithms or algebraic math. Moreso, at-risk students found to have performed well on mole concept and stoichiometry went on to perform similarly as their not at-risk peers. The results support an instructional emphasis on these topics with reviewed literature offering promising, practical options to better serve at-risk students and broaden representation in the sciences.

Impact of arithmetic automaticity on students' success in second-semester general chemistry

2020 ◽  
Vol 21 (4) ◽  
pp. 1028-1041 ◽  
Author(s):  
Cynthia B. Powell ◽  
Joseph Simpson ◽  
Vickie M. Williamson ◽  
Anton Dubrovskiy ◽  
Deborah Rush Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
General Chemistry ◽  
Strong Correlation ◽  
Higher Education Institutions ◽  
At Risk Students ◽  
Nuclear Chemistry ◽  
First Semester ◽  
Acids And Bases ◽  
And Performance ◽  
Students Success

Completion of a first-semester chemistry (Chem I) course lays the foundation for understanding second-semester chemistry (Chem II) topics. The purpose of this study is to evaluate the influence of basic arithmetic skills on students’ Chem II success in understanding mathematics-grounded concepts (e.g., solutions and aqueous reactions, kinetics, equilibrium, acids and bases, solubility and equilibria, thermodynamics, electrochemistry, and nuclear chemistry). Previous studies suggest a strong correlation between arithmetic preparation and performance in general chemistry courses, though few have focused on the second-semester course. In this investigation, researchers from six higher-education institutions in Texas, USA of different sizes and with student bodies of different diversities have collaborated to determine whether the Math-Up Skills Test (MUST) is able to reliably identify at-risk students from a population of n = 1599 at the beginning of a Chem II course.

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.

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.

Implementation and evaluation of an adaptive online summer preparatory course for general chemistry: Whom does it benefit?

2021 ◽  
Author(s):  
Scott A. Reid ◽  
Laura MacBride ◽  
Llanie Nobile ◽  
Adam T. Fiedler ◽  
James R. Gardinier
Keyword(s):  
General Chemistry ◽  
At Risk Students ◽  
First Year ◽  
Final Exam ◽  
Stem Majors ◽  
First Semester ◽  
Preparatory Course ◽  
Insufficient Time ◽  
And Mathematics ◽  
Selection Of

General chemistry courses are key gateways for many Science, Technology, Engineering, and Mathematics (STEM) majors. Here, we report on the implementation and evaluation of an adaptive, ALEKS-based online preparatory module (PM) for general chemistry. The module was made available in Summer 2018 at no cost to all students entering any section of general chemistry that fall. Of the 827 students who registered into the PM, 44% fully completed the module, 48% completed part of the module, and 8% did not complete any of the module. Considering students enrolled in first-term general chemistry, we find a marked increase in ACS final exam percentile for students who completed more than 50% of the module. This is suggested to reflect the self-selection of users who were highly motivated and/or likely to succeed in the course, a hypothesis supported by an analysis using an internal diagnostic metric, the predicted first-year quality point average (PQPA). To examine longer term impacts of the PM, we examined performance in subsequent chemistry courses, through second-semester organic, and found that students completing more than 50% of the module outperformed their counterparts across all courses, with the gap largest in first semester general chemistry and narrowing across subsequent courses. Finally, we surveyed students in summer 2020, two years after the PM offering. The survey indicated overall satisfaction with the PM. For students who did not complete the module, primary reasons given were difficulty (29% of respondents) and insufficient time (46%). As the module did not proportionally benefit the target group of underprepared or at-risk students, we suggest tweaks for future implementations.

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.

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