The Affect of High School Chemistry Upon Achievement in College Chemistry: A Summary

Ogden, William R.

doi:10.1111/j.1949-8594.1976.tb09941.x

Cited by 5 publications

(6 citation statements)

References 24 publications

(48 reference statements)

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“…We began by reviewing the literature on the connection between success in mathematics and science and success in chemistry. Several studies over the years in School Science and Mathematics dating as far back as the 1920s (Clark, 1938; Lamb, Waggoner, & Findley, 1967; Ogden 1976; Powers, 1921; West, 1932) investigated and reported the connection between student achievement in high school science and success in college chemistry.…”

Section: Theoretical Framework/literature Reviewmentioning

confidence: 99%

“…Theoretical Framework/Literature Review We began by reviewing the literature on the connection between success in mathematics and science and success in chemistry. Several studies over the years in School Science and Mathematics dating as far back as the 1920s (Clark, 1938;Lamb, Waggoner, & Findley, 1967;Ogden 1976;Powers, 1921;West, 1932) investigated and reported the connection between student achievement in high school science and success in college chemistry. Krohn (1958, 1963) described a pre-testing program to predict success or failure in the first semester of general chemistry which became known as the Toledo Chemistry Placement Exam.…”

mentioning

confidence: 99%

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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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Section: Theoretical Framework/literature Reviewmentioning

confidence: 99%

mentioning

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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“…Educational research on chemistry has long held an interest in finding best practice in high school chemistry for college chemistry preparation (10). Though helpful for student placement in college chemistry, these findings provided limited guidance for high school curriculum decisions on course content.…”

mentioning

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). Though helpful for student placement in college chemistry, these findings provided limited guidance for high school curriculum decisions on course content.…”

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confidence: 99%

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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“…Not surprisingly, a student's high school grades are a strong predictor of academic success at the post-secondary level (Geiser & Santelices, 2007;Noble & Sawyer, 2002). Similar studies have demonstrated that the degree of academic success in high school chemistry correlates directly to the level of academic success in Introductory Chemistry at the post-secondary level (Beck & Davidson, 2001;Ogden, 1976). Research has shown that students' pre-existing (alternative) conceptions about scientific phenomena can interfere with students' future learning of correct scientific principles or concepts (Driver & Erickson, 1983;Palmer, 1999Palmer, , 2001Posner, Strike, Hewson, & Gertzog, 1982;Taber, 2000).…”

Section: Introductionmentioning

confidence: 92%

12. Breaking Down the Boundary Between High School and University Chemistry

Cunningham

Knorr

Lock

et al. 2013

CELT

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This study examined some of the factors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’ transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.” Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.

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The Affect of High School Chemistry Upon Achievement in College Chemistry: A Summary

Cited by 5 publications

References 24 publications

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

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

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

12. Breaking Down the Boundary Between High School and University Chemistry

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