Math Self-Beliefs Relate to Achievement in Introductory Chemistry Courses

Mack, Michael R.; Stanich, Cynthia A.; Goldman, Lawrence M.

doi:10.1021/bk-2019-1316.ch006

Cited by 3 publications

(4 citation statements)

References 71 publications

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“…52−55 In addition to a student's problem-solving abilities, students' confidence in solving mathematical problems also impacts their achievement on general chemistry exams. 56 These findings underscore the utility of strengthening students' self-efficacy in foundational skills to promote successful transfer of prior knowledge into the context of chemistry. According to Bandura, students form self-efficacy beliefs by interpreting information from four sources: mastery experiences, vicarious experiences, physiological and emotional state, and social persuasions.…”

Section: Of Self-efficacymentioning

confidence: 87%

“…Specifically, the following transferable mathematical skills have been identified as integral to general chemistry: graphical interpretation, , manipulating equations, , and proportional reasoning . As a result, mathematical ability, often operationalized as SAT Math score, tends to correlate strongly with chemistry achievement, measured via course grade or ACS exam performance. − In addition to a student’s problem-solving abilities, students’ confidence in solving mathematical problems also impacts their achievement on general chemistry exams . These findings underscore the utility of strengthening students’ self-efficacy in foundational skills to promote successful transfer of prior knowledge into the context of chemistry.…”

Section: Step Back Translate and Extend: Sources Of Self-efficacymentioning

confidence: 99%

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Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Torres,

Pulukuri,

Abrams

2023

J. Chem. Educ.

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Section: Of Self-efficacymentioning

confidence: 87%

Section: Step Back Translate and Extend: Sources Of Self-efficacymentioning

confidence: 99%

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Torres,

Pulukuri,

Abrams

2023

J. Chem. Educ.

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“…Generally speaking, high school GPA is known to be a strong predictor of student success in college-level courses (Zwick and Sklar, 2005), and in fact has been shown to be a stronger predictor of success than standardized tests such as the ACT and SAT (Geiger and Santelices, 2007). Recent reports also suggest math SAT scores can be a strong predictor of student performance in general chemistry (Vincent-Ruz et al, 2018;Mack et al, 2019b), which suggests this variable is likely to be positively correlated to the dependent variable. These previous studies therefore suggest including both high school GPA and math SAT scores as co-variates in the regression model should help isolate the impact of the group participation (treatment vs. control) on the post-test scores.…”

Section: Multiple Regression Analysesmentioning

confidence: 99%

Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

Talbert

Bonner

Mortezaei

et al. 2020

Chem. Educ. Res. Pract.

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In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p < 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p < 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

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“…This alpha value confirmed that the instrument had a high degree of internal consistency. Factor analysis to the 40 items of the ATMI resulted in a four-factor solution, namely self-confidence (15 items), value (10 items), enjoyment (10 items) and motivation (5 items) which accounted for a total of 59.22% of variance [25], [31].…”

Section: Introductionmentioning

confidence: 99%

An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher

Saputra,

Tania

2024

IJERE

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<span lang="EN-US">This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.</span>

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Math Self-Beliefs Relate to Achievement in Introductory Chemistry Courses

Cited by 3 publications

References 71 publications

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Step Back, Translate, and Extend: An Instructional Framework for Enhancing Knowledge Transfer and Self-Efficacy Across Chemistry Courses

Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher

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