An Analysis of Prerequisites and Performances by Introductory Chemistry Students: Spring 1977.

Autor/inn/en	Bers, Trudy; Jaffe, Phil
Institution	Oakton Community Coll., Morton Grove, IL.
Titel	An Analysis of Prerequisites and Performances by Introductory Chemistry Students: Spring 1977.
Quelle	(1977), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Students; Chemistry; College Science; Community Colleges; Degree Requirements; Dropouts; Failure; Institutional Research; Late Registration; Questionnaires; School Registration; Student Motivation; Success; Transfer Students; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Chemie; Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Institutionelle Forschung; Fragebogen; Schulanmeldung; Schulische Motivation; Erfolg; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	In an effort to determine success characteristics of introductory chemistry students, 135 enrollees in seven introductory chemistry classes at Oakton Community College were surveyed in the spring semester, 1977. Of the 120 respondents, it was found that 75% had enrolled because of curricular requirements in a career field, and only 8% did so because of interest in the subject. Only 68% had met course prerequisites, regardless of the type of registration process (regular, open, late) through which they had been admitted. Sixty-four students successfully completed the course, and of these, students who did not have prerequisites were as likely to be successful as those who did. Of the 16 who failed who did not have prerequisite instruction, 13 were from two of the seven chemistry sections. Ten out of 11 students enrolling for transfer credit were successful. Of students under age 25, 51% were successful, while 65% of those above 25 received passing grades. Of the latter, 15 or 88% earned A or B grades, while only 50% of the 48 younger successful students received an A or B. Efforts to follow-up students who dropped the course were unsuccessful. The survey and drop-out questionnaires are appended. (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC