CHED 220 |
| We hypothesize that a weak background in mathematical problem solving is highly correlated with failure in introductory chemistry. The main question addressed by this assessment tool is: can we help students and their professors identify problems with mathematical skills early on and identify which skills correlate to success in introductory chemistry courses? Introductory chemistry students were given a 25-question math diagnostic test at the beginning of the first semester (~1200 students surveyed). Consistent with the hypothesis, the scores on the math diagnosis exam correlate to both persistence in the class as well as to the final course grade. A second-generation of the exam is now being designed based on the preliminary analyses of individual questions and mathematical subtopics. The key to the next stage will be enlisting other educators to expand the study and further test the efficacy of the diagnostic. |
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Research in Chemical Education
8:30 AM-11:55 AM, Monday, March 26, 2007 McCormick Place North -- Room N227A, Level 2, Oral
Division of Chemical Education |