Helping the high risk freshman chemist

Pickering, Miles

doi:10.1021/ed052p512

Cited by 47 publications

(61 citation statements)

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“…College course grades carry with them the weight of a permanent record that may have a bearing on students' future career prospects; something clearly understood by students. ICCGRADE represents a summative assessment of performance over an entire semester and is a common measure in previous studies (1,(3)(4)(5)10).…”

Section: Resultsmentioning

confidence: 99%

“…The survey methodology accounted for all of these factors. 4. Apart from revealing associations among the content topics, a correlation analysis provides some details regarding associa-…”

Section: W Supplemental Materialsmentioning

confidence: 99%

“…Many researchers have studied connections between college chemistry success and student background experiences such as SAT-Math scores (1)(2)(3), mathematical ability (2)(3)(4), mathematics coursework (3), chemistry background (5)(6)(7), and placement tests (7)(8)(9). Educational research on chemistry has long held an interest in finding best practice in high school chemistry for college chemistry preparation (10).…”

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confidence: 99%

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High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades

2006

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Do students who focus on some content areas in high school chemistry have an advantage over others in college chemistry? Published research on high school preparation for college science dates back as far as the 1920s, but results have been mixed. This manuscript seeks to answer this question through the use of a broad-based survey of 3521 introductory college chemistry students. This study provides descriptive analyses showing the distribution of high school content experiences reported by college chemistry students from 31 four-year colleges and universities in the United States. The results indicate that stoichiometry rises above seven other topic areas studied in high school as most strongly predictive of college chemistry success. In addition, three mathematics background predictors, including calculus background, were found to be highly significant.

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Section: Resultsmentioning

confidence: 99%

“…The survey methodology accounted for all of these factors. 4. Apart from revealing associations among the content topics, a correlation analysis provides some details regarding associa-…”

Section: W Supplemental Materialsmentioning

confidence: 99%

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confidence: 99%

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High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades

2006

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“…Investigating the relationship between SAT mathematics scores and chemistry course final grades, Pickering (1975) asserted that “there is an overwhelming correlation between whatever the math SAT measures and successful achievement in chemistry…. The math SAT is still a good way to sort out students who are likely to have trouble in freshman chemistry” (p. 512–513).…”

Section: Theoretical Framework/literature Reviewmentioning

confidence: 99%

Comparisons of Success and Retention in a General Chemistry Course Before and After the Adoption of a Mathematics Prerequisite

Donovan

Wheland

2009

School Sci & Mathematics

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This study of the relationships between mathematical ability and success and retention in a general chemistry course was conducted at an open‐enrollment university whose mission is to provide a quality education to a culturally and economically diverse student body. We studied the correlation between the demonstrated level of mathematical ability and success in chemistry and the correlation between the demonstrated level of mathematical ability and retention in chemistry. After the chemistry department implemented a mathematics prerequisite for the chemistry course, data were examined to compare success and retention prior to and after the adoption of the prerequisite. Analysis showed that success and retention in chemistry increased after the adoption of the mathematics prerequisite.

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“…For example, Pedersen (1975) reported a moderate correlation between SAT mathematics scores (MSAT) and freshman gen chem I course grades. In another study, Pickering (1975) found a strong positive correlation between MSAT scores and freshman chemistry grades-although he did not publish the correlation coefficient. Finally, Ozsogomonyan and Loftus (1979) reported a strong correlation (r = 0.51) between gen chem I grades and MSAT scores, but weak correlations (r = 0.21) between algebra assessment scores and gen chem I grades.…”

Section: The Role Of Cognitive Factorsmentioning

confidence: 97%

Attitudinal and Mathematical Assessments as Measures of Student Success in a College General Chemistry II Course

Kolopajlo

2019

OJS

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This study reports results from administering unannounced attitudinal and mathematical assessments to 118 students, at the beginning of the term, in second-semester general chemistry classes (designed for science majors) at Eastern Michigan University. Testing was conducted during the 2010-2011 school year. The question to be answered was: which is more important in determining student course grades, attitudes toward chemistry and mathematics, or mathematical skill? The hypothesis was that attitudes and mathematical skill equally affect final course grade. A modified Wiebe instrument was selected to evaluate student attitudes toward chemistry and mathematics. To evaluate student mathematical skills, this study employed a mathematics assessment developed and performed at the University of Minnesota, and hence will be called the Minnesota Mathematics Assessment or MMA—a 20-question, multiple choice quiz designed for second-semester general chemistry students. Results were inter-correlated to determine what factors influenced student success. This study found a strong correlation between mathematics attitudes and chemistry attitudes, with a Pearson product-moment correlation coefficient (r) of 0.50. Between course grade vs. either chemical attitudes or mathematics attitudes, the r values were 0.25 and 0.23 respectively, showing weak correlations. The correlation of course grade versus total MMA score gave an r value of 0.35, a moderate correlation. Comparison of the current study's MMA results with those of a previous Minnesota study demonstrates that the MMA is reproducible. The correlation coefficient found for course grade vs. total MMA score was comparable to that found in the Minnesota study. Analysis of the 20-question MMA data resulted in a 10-question subgroup whose r = 0.41. Although some gender attitude differences were found, these did not correlate with course grade.

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Helping the high risk freshman chemist

Cited by 47 publications

References 0 publications

High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades

High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades

Comparisons of Success and Retention in a General Chemistry Course Before and After the Adoption of a Mathematics Prerequisite

Attitudinal and Mathematical Assessments as Measures of Student Success in a College General Chemistry II Course

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