Literaturnachweis - Detailanzeige
| Autor/inn/en | BouJaoude, Saouma B.; Giuliano, Frank J. |
|---|---|
| Titel | The Relationship between Students' Approaches to Studying, Formal Reasoning Ability, Prior Knowledge, and Gender and Their Achievement in Chemistry. |
| Quelle | (1991), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Chemistry; College Science; Developmental Stages; Higher Education; Logical Thinking; Nonmajors; Prior Learning; Science Education; Sex Differences; Student Attitudes; Thinking Skills; Test of Logical Thinking |
| Abstract | The main purposes of this study were to investigate the relationships among approaches to studying, prior knowledge, logical thinking ability, attitude, and performance in college freshman chemistry and to explore the effect of gender on the same variables. Subjects were 199 students (114 females, 85 males) enrolled in the second semester of a freshman chemistry course for non-science majors at a private university in New York State. Instruments used included seven subscales of the Approaches to Studying Inventory, the Attitude Toward Chemistry Questionnaire, and the Test of Logical Thinking (TOLT). The students' grades on an hour-long exam early in the semester were used as measures of the students' prior knowledge, while the semester cumulative final examination scores were used as measures of achievement in chemistry. Students in this study had slightly higher scores on reproducing orientation than on meaning orientation, a pattern that confirms Entwistle and Ramsden's (1983) findings with a similar group of non-science majors. The results of a stepwise multiple regression showed that prior knowledge, TOLT scores, and meaning orientation accounted for 32% of the variance on the final examination scores. (18 references) (Author/KR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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