An Investigation into Student Perceptions towards Mathematics and Their Performance in First Year Chemistry: Introduction of Online Maths Skills Support

Autor/inn/en	Johnston, Peter R.; Watters, Dianne J.; Brown, Christopher L.; Loughlin, Wendy A.
Titel	An Investigation into Student Perceptions towards Mathematics and Their Performance in First Year Chemistry: Introduction of Online Maths Skills Support
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.1203-1214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C6RP00175K
Schlagwörter	Chemistry; Student Attitudes; Online Courses; Mathematics Skills; College Freshmen; Prior Learning; Performance Based Assessment; Use Studies; Web Sites; Questionnaires; Anxiety; Self Concept Measures; Self Efficacy; Integrated Curriculum; Likert Scales; Followup Studies; Student Surveys; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Chemie; Schülerverhalten; Online course; Online-Kurs; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studienanfänger; Vorkenntnisse; Leistungsermittlung; Benutzerschulung; Web-Design; Fragebogen; Angst; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Follow-up studies; Kontaktstudium; Schülerbefragung; Ausland; Australien
Abstract	An online Maths Skills Site was developed as an integrated support programme for first year Chemistry students, the content of which, was based on an analysis of their high-school mathematical backgrounds. This study examined the students' perceptions of Maths, their patterns of usage of the Maths Skills Site and whether there was a relationship between usage of the site and performance in first year chemistry. A questionnaire and surveys were administered to obtain data on student perceptions, confidence and anxiety. Hit-count tracking was enabled for the Maths Skills Site items (notes, questions, answers, online multiple choice questions), to establish usage patterns for the cohort and individuals, over time and against topic (significant figures, algebra, etc.). Student perceptions changed over the semester. Increased confidence with chemistry and mathematics was observed, however, a significant proportion were still anxious when having to answers questions requiring calculations. Students who were already confident did not use the Maths Skills Site, whereas the students who did use the site displayed improved achievements in the credit grade category, as compared to non-users and employed a self-directed approach, tailoring their individual learning around topics important to them. (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