An effective strategy for predicting success in general chemistry: Proper placement of first-year students

CHED 444

Bob Blake, bob.blake@ttu.edu, Department of Chemistry & Biochemistry, Texas Tech University, Lubbock, TX 79409-1061 and Kent A. Chambers, chambers@hsutx.edu, Department of Chemistry and Physics, Hardin Simmons University, 2200 Hickory, Abilene, TX 79698.
Students often have trouble with the General Chemistry classes that are required for their major. Many universities offer Introductory Chemistry or Preparatory Chemistry classes for students with weaker backgrounds in order to prepare them for General Chemistry. It is often difficult to determine who is ready for General Chemistry and who is in need of further preparation. Some predictors of performance are: SAT and ACT scores, high school performance, level of intellectual development and placement exams. The vast majority of universities use only a single predictor, and consistently show that accurate prediction is only possible for the best and poorest of students. A multivariate approach to the challenge of predicting student success in General Chemistry has been used with great success. The prediction method and detailed statistical analysis of the results will be presented.
 

Research in Chemical Education
1:30 PM-4:55 PM, Wednesday, August 22, 2007 Seaport -- Constitution Room, Oral

Division of Chemical Education

The 234th ACS National Meeting, Boston, MA, August 19-23, 2007