Measuring Student Performance in General Organic Chemistry

Autor/inn/en	Austin, Ara C.; Ben-Daat, Hagit; Zhu, Mary; Atkinson, Robert; Barrows, Nathan; Gould, Ian R.
Titel	Measuring Student Performance in General Organic Chemistry
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 1, S.168-178 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00208C
Schlagwörter	Organic Chemistry; Science Achievement; Science Instruction; Cognitive Ability; Correlation; Memorization; Performance; Student Characteristics; Grades (Scholastic); College Science; College Students; Scientific Concepts; Concept Formation; Knowledge Level; Scores; Science Tests; Regression (Statistics) + Suchen Sie Ihr Suchwort? Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Korrelation; Gedächtnistraining; Achievement; Leistung; Notenspiegel; Collegestudent; Concept learning; Begriffsbildung; Wissensbasis; Regression; Regressionsanalyse
Abstract	Student performance in general organic chemistry courses is determined by a wide range of factors including cognitive ability, motivation and cultural capital. Previous work on cognitive factors has tended to focus on specific areas rather than exploring performance across all problem types and cognitive skills. In this study, we have categorized the different kinds of problems encountered in general organic chemistry, and correlated performance in each problem type with overall class performance. Fairly reproducible results are found for ten consecutive semesters over five academic years. Problem types that require higher-level cognitive skills tend to correlate better with overall class performance than those that rely more heavily on memorization. Performance on some problem types was found to predict up to [similar] 90% of the variances of overall class performance. Correlations across problem types with external student characteristics, such as general chemistry grade, are interpreted as highlighting the important contributions of other factors in addition to cognitive ability to success in organic chemistry. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01