Effects on Student Achievement in General Chemistry Following Participation in an Online Preparatory Course. ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

Abstract

ChemPrep was developed to be a stand-alone preparatory short-course to help students succeed in general chemistry. It is Web-based and delivered using the OWL system. Students reported that the ChemPrep materials (short information pages, parameterized questions with detailed feedback, tutorials, and answers to questions through the OWL message system) permitted them to work independently without the need for textbook or lecture. On average, students who completed ChemPrep had higher grades in the subsequent GenChem, Nursing, and Honors chemistry courses, with a greater percentage achieving a grade of C- or higher. Participation in ChemPrep was voluntary, and more women than men responded. Students in the Honors course enrolled in ChemPrep in higher percentages than students in GenChem and Nursing. SAT and departmental math placement exam scores were used as proxy measures of prior achievement and ability. Based on these, Honors chemistry ChemPrep users were on par with their peers but performed better in the course than non-users. In GenChem and Nursing chemistry courses, ChemPrep helped students of high prior achievement and ability perform better than their achievement scores would predict. Weaker or less motivated students did not respond to the voluntary offerings of ChemPrep in the same numbers as stronger or more motivated students, and we are seeking alternate ways to reach this population.

Improving the Success of First Term General Chemistry Students at a Liberal Arts Institution

“…As reported in the literature, effect sizes with absolute values of 0.2 are small, 0.5 indicates a moderate effect, and 0.8 is a large effect. On average the preparatory general chemistry group shows a 0.47 effect size indicating a moderately positive effect on their prior preparation for general chemistry [24,34]. Table 2 shows a closer examination of the two groups broken down by individual Math ACT scores as analyzed by the difference in their numerical average final course grades and the effect sizes.…”

“…Because of the quantitative nature of general chemistry, it has been shown that math preparedness plays a large role in success in this course [14]. Strategies to determine which students may be mathematically underprepared for general chemistry have been based on high school GPA, standardized college admission tests such as ACT and SAT exams, and chemistry placement exams that are usually administered online [10,13,15,24]. In order to better understand our science student population's readiness for general chemistry, the Toledo placement exam, which is an American Chemical Society Exams Institute exam for placement of students into general chemistry, was administered to our General Chemistry I students in the first week of class during spring 2015 and fall 2016 semesters.…”

“…Once Math ACT scores are used to identify a subset of underprepared STEM students, there must be a mechanism in place by which these students can become ready to take General Chemistry I. Commercial online prep courses, online tutorials [24], participation in summer bridge programs [26], and preparatory chemistry courses [24,[27][28][29] are some examples of what other institutions have put in place to increase success of their academically at-risk students. Students choose to matriculate at a small liberal arts institution like Benedictine University because of personalized interactions with faculty.…”

First-Year College Students’ Knowledge in Chemistry: Is It Adequate?

“…Many of the students enrolled in general chemistry have apprehension about the course and are unsure of their ability to succeed [2]. The intrinsic nature of the subject and the psychology of human learning have caused the perception that chemistry is a difficult subject [3].…”

“It’s Too Hard” to “I Get It!” – Engaging Developmental Science as a Tool to Transform First-year Engineering Education

“…7 Other efforts include online preparation programs, extended recitations, and peer led mentoring and study groups. [8][9] Additionally, active learning methods in lecture and interactive faculty result in increased student engagement in the learning process during these classes. 10 Consistent with the students' portrayal of this hardness in introductory STEM courses, there is a vast literature spanning several decades that documents difficulties in conceptual understanding in chemistry and physics from kindergarten through the college years.…”