Literaturnachweis - Detailanzeige
| Autor/inn/en | Bunce, Diane M.; Komperda, Regis; Schroeder, Maria J.; Dillner, Debra K.; Lin, Shirley; Teichert, Melonie A.; Hartman, JudithAnn R. |
|---|---|
| Titel | Differential Use of Study Approaches by Students of Different Achievement Levels |
| Quelle | In: Journal of Chemical Education, 94 (2017) 10, S.1415-1424 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Bunce, Diane M.) ORCID (Komperda, Regis) ORCID (Schroeder, Maria J.) ORCID (Dillner, Debra K.) ORCID (Lin, Shirley) ORCID (Teichert, Melonie A.) ORCID (Hartman, JudithAnn R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/acs.jchemed.7b00202 |
| Schlagwörter | Chemistry; Military Science; College Freshmen; Study Skills; Learning Strategies; Student Surveys; Required Courses; Interest Inventories; Cohort Analysis; Academic Achievement; Comparative Analysis; Factor Analysis; Statistical Analysis; Military Schools; Maryland |
| Abstract | This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were surveyed using a modified version of the published Approaches and Study Skills Inventory for Students (ASSIST) referred to as the M-ASSIST (Modified Approaches and Study Skills Inventory). Responses to items associated with using deep or surface approaches to studying were examined for students of three achievement levels (A/B, C, and D/F course grades) using both ANOVA and Structured Means Modeling to look for differences in study approaches between achievement levels. Results show that, with only 12 items, the M-ASSIST can be used to measure differences in reported use of deep and surface approaches by students in different achievement groups; that Structured Means Modeling can uncover significant differences that are not apparent with an ANOVA analysis of the same data; and that A/B and D/F students can be classified as reporting using either using primarily deep (A/B students) or primarily surface (D/F) study approaches. C students reported study approaches characteristic of both the A/B and D/F groups, leading to the interpretation that C students may be in an intermediate and possibly transitional state between the higher- and lower-grade groups. These results suggest a new understanding of C students as those who may not fully implement deep approaches to studying but, in general, demonstrate less reliance on surface approaches than lower-achieving students. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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