Quantitative analysis of a web-based math tutorial for general chemistry and the student response

AEI 30

M. Danielle Barker, mdbarker@ku.edu1, Joseph Heppert, jheppert@ku.edu1, and Brett A. Barker2. (1) Department of Chemistry, University of Kansas, 1251 Wescoe Hall Dr, Room 2010, Lawrence, KS 66047, (2) Department of Electrical Engineering and Computer Science, University of Kansas, 1520 West 15th St., 2001 Eaton Hall, Lawrence, KS 66045
A web-based math tutorial was developed on a constructivist framework to cover remedial math content in a large-scale general chemistry course. The tutorial was implemented in the fall of 2006, and use of the tutorial was examined using a quasi-experimental design. An initial factor analysis showed the tutorial was generally well received but that students used it in different ways. Student use of the tutorial did significantly improve performance in the class and students' self-perceived comfort level with the topics covered. Results presented here will include a quantitative analysis of how students used the tutorial and the resulting effects on their performance and a qualitative analysis of the students' responses to its implementation.
 

Academic Employment Initiative
8:00 PM-10:00 PM, Monday, August 20, 2007 BCEC -- Exhibit Hall - B2, Sci-Mix

Academic Employment Initiative

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