A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation

Shields, Shawn P.; Hogrebe, Mark C.; Spees, William M.; Handlin, Larry; Noelken, Greg P.; Riley, Julie; Frey, Regina F.

doi:10.1021/ed100410j

Cited by 43 publications

(58 citation statements)

References 15 publications

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“…A single reliable method to identify students who will struggle in general chemistry remains elusive in large part due to the variety of factors that can influence student learning, many of which, as mentioned above, are nonacademic [10][11][12]. Many strategies have been employed to identify underprepared students in order to provide them adequate preparation prior to entering rigorous STEM major course work.…”

Section: Introductionmentioning

confidence: 99%

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

2018

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General Chemistry is a high impact course at Benedictine University where a large enrollment of~250 students each year, coupled with low pass rates of a particularly vulnerable student population from a retention point of view (i.e., first-year college students), make it a strategic course on which to focus innovative pedagogical development. Although our institution is not alone in the challenges that this particular course presents, we have prioritized implementing interventional strategies targeting academically underprepared students to increase their success by providing a preparatory course prior to this gateway course. Focusing on the persistence framework to guide curricular decisions, progress towards aligning our general chemistry curriculum to the academic profile of our students has afforded much higher pass rates than even two years ago.

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Section: Introductionmentioning

confidence: 99%

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

2018

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“…organic chemistry to reduce high student attrition rates, enhance student motivation and engagement, and increase achievement in chemistry (Gosser & Roth, 1998;Hockings, De Angelis, & Frey, 2008;Kampmeier & Varma-Nelson, 2009;Lewis, 2011;Lewis & Lewis, 2005Mitchell et al, 2012;Shields et al, 2012;Smith et al, 2014;Tien et al, 2002;Varma-Nelson & Coppola, 2005;Wamser, 2006).…”

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confidence: 99%

Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

Chan

Bauer

2015

J Res Sci Teach

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This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, selfconcept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. #

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“…Basic competencies of the rate reaction topic are: Students understand the concept of reaction kinetics, the factors that influence reaction kinetics and their application in daily life [8]. Indicators of learning the topic of reaction rates are: explaining the definition of chemistry reaction rate, determining mathematical relationships between the reaction rate based on the reaction and the rate of reaction based on the reaction results, investigating the factors (concentration, surface area, temperature, and catalyst) that affect the rate of reaction and concluding the results, analyzing experimental data to determine the reaction order, using the basic postulate of collision theory to explain dependent rate of reaction on several factors that influence the rate of reaction, and explains the application of the concept of the rate of reaction in daily life and industry.…”

Section: Resultsmentioning

confidence: 99%

The Effect of using Interactive Students’ Worksheet on Learning Achievement and Students’ Perception in The Basic Chemistry Course (Study on Reaction Rate)

Anwar¹,

Ramdani²,

Majid³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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This research is quasi-experimental research that aims to determine the effect of using Interactive Student Worksheet (ISW) on learning achievement and students perceptions of Chemistry Education Study Program of Makassar State University in basic chemistry courses on reaction rate topic. The research population was all of the students of Chemistry Education Program who participate basic chemistry courses consisting of three classes. The research sample was chosen randomly and selected as the control class was the education class A and the experimental class is the education class B and C. The data were analyzed using the SPSS program. The results showed the use of ISW has a positive effect on learning achievement and students perceptions on the reaction rate of a basic chemistry course. The average grade of students learning achievement that taught using ISW and classes taught without using ISW are 71.25 and 58.37, respectively. The average score of student perceptions of learning in classes ISW and classes taught without an ISW is 68.81 and 64.39, respectively.

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A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation

Cited by 43 publications

References 15 publications

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

The Effect of using Interactive Students’ Worksheet on Learning Achievement and Students’ Perception in The Basic Chemistry Course (Study on Reaction Rate)

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