Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry

Autor/inn/en	Shelton, G. Robert; Mamiya, Blain; Weber, Rebecca; Rush Walker, Deborah; Powell, Cynthia B.; Jang, Ben; Dubrovskiy, Anton V.; Villalta-Cerdas, Adrian; Mason, Diana
Titel	Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry
Quelle	In: Journal of Chemical Education, 98 (2021) 10, S.3061-3072 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, G. Robert) ORCID (Mamiya, Blain) ORCID (Rush Walker, Deborah) ORCID (Jang, Ben) ORCID (Villalta-Cerdas, Adrian) ORCID (Mason, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00714
Schlagwörter	Undergraduate Students; College Science; Mathematics Tests; Mathematics Skills; Computation; Cognitive Processes; Chemistry; Literacy; Thinking Skills; Arithmetic; Scores + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Chemie; Alphabetisierung; Schreib- und Lesefähigkeit; Denkfähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The Math-Up Skills Tests (MUST) has been used in multiple research projects conducted by the Networking for Science Advancement (NSA) team to determine how automaticity skills (what can be done without a calculator) in arithmetic can be used to predict if students will be successful (course average = 69.5%+) in general chemistry. This study expands our investigations to include how students' quantitative literacy/quantitative reasoning (QL/QR) abilities influence their success. The NSA team studied multiple classes at eight universities (n = 1,915) within a broad geographic setting in one large, majority-minority southwestern US state. In a short amount of required classroom time, it is possible to identify students at the beginning of the semester who will struggle in first- and second-semester general chemistry (Chem I and Chem II). Results show a strong correlation between students' automaticity MUST skills and their QL/QR ability (r = 0.60) and indicate that when taking both diagnostic assessments into consideration, convincing signals appear allowing for the identification of almost 50% of the Chem I students and about 45% of the Chem II students who will not succeed. With the addition of the QL/QR to the first-week assessments, about 9% more students who enter the courses underprepared were identified than when only the MUST was administered. Outcomes indicate that students with at least average arithmetic and QL/QR automaticity abilities are those who are better prepared for these courses. For on-sequence students with at least one average or above diagnostic score, 88.3% Chem I and 90.5% Chem II were successful. (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	2024/1/01