High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades

Abstract

Do students who focus on some content areas in high school chemistry have an advantage over others in college chemistry? Published research on high school preparation for college science dates back as far as the 1920s, but results have been mixed. This manuscript seeks to answer this question through the use of a broad-based survey of 3521 introductory college chemistry students. This study provides descriptive analyses showing the distribution of high school content experiences reported by college chemistry students from 31 four-year colleges and universities in the United States. The results indicate that stoichiometry rises above seven other topic areas studied in high school as most strongly predictive of college chemistry success. In addition, three mathematics background predictors, including calculus background, were found to be highly significant.

Utilizing Traditional Cognitive Measures of Academic Preparation to Predict First-Year Science, Technology, Engineering, and Mathematics (STEM) Majors' Success in Math and Science Courses

“…According to Williford (2009), there have not been many studies that have looked at specific high school courses to determine their usefulness in predicting college success. During my review of the literature, however, I found studies that supported the fact that evaluating a student's math preparation (based on the courses that he/she has completed in high school) can significantly predict his/her placement and success in college math and science (Camara & Echternacht, 2000;Sadler & Tai, 2001;Tai et al, 2006;Wheat et al, 1991). With regard to measuring student success, most of the research has utilized first-year GPA.…”

“…In their studies, as well as the previous studies that they reviewed, math aptitude and ability was significantly more important for those students who chose to pursue STEM degrees. That was also the case for the research conducted by Tai et al (2006) who examined the variables related to succeeding in college chemistry. In addition to students' previous exposure to chemistry, math SAT score and calculus enrollment (in high school) were highly significant in predicting grades earned in their first college chemistry course.…”

“…That research utilizes those pre-college characteristics in an effort to evaluate the factors that can best predict success and persistence (Engle & Tinto, 2008;Johnson, 2006;Otero et al, 2007;Tai, Ward, & Sadler, 2006). Johnson's (2006) work, in particular, has referenced Tinto's Student Integration Model and Bean's Student Attrition Model to highlight the fact that "students' decision to persist is determined by the quality of ongoing interactions between pre-college characteristics and institutional environments" (p. 907).…”

“…Levin and Wyckoff's (1991) research with Penn State engineering students found that those students who had enough high school math preparation to enable them to place into and start with Calculus I (in college) were more likely to persist and graduate with an engineering degree. According to Sadler and Tai (2001) and Tai et al (2006), students who had taken a calculus course in high school consistently performed better in college physics and chemistry (which are both courses that are required by several STEM disciplines).…”

“…Along those lines, Sadler and Tai (2001) and Tai et al (2006) utilized course grades in their students' first-year physics and chemistry courses (respectively) as their measures for differentiating between successful and unsuccessful students. With that in mind, it seemed justifiable to utilize STEM majors' grade performance in the math and science courses they take during their first term as an early indication of whether or not they have the potential to succeed in and graduate with STEM degrees.…”