Chemistry Grade Research Articles

Determinants of General Chemistry Success of Engineering Students in PLTL and Traditional Classroom: State Anxiety and Test Anxiety

The purpose is to find out whether state and test anxiety can predict general chemistry grade in peer-led team learning group (PLTL) and non-PLTL groups and to explore their predictability of the grade after controlling the influence of trait anxiety. The sample consisted of a total 128 freshman engineering students attending general chemistry in a private university. STAI and RTT instruments and exams were used to generate data which were analyzed by using standard and hierarchical multiple regression. The findings revealed that in both groups the combination of predictors is significantly related to general chemistry grade, having the strongest unique contribution of test anxiety; however, it was only statistically significant for PLTL group. After controlling the effect of trait anxiety, test anxiety still makes a unique significant contribution for PLTL group. Accordingly, test anxiety can be used to predict the general chemistry grade of PLTL students.

Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>

Interview with Deborah DiSanzo of IBM Watson Health

Interview with Deborah DiSanzo of IBM Watson Health

The Big Five personality traits, goal orientations, and academic achievement

In the past twenty years, educational researchers have intensely focused their interest on numerous internal and external factors that contribute to a students' academic achievement. In particular, some research has explored the relationship between students' motivational beliefs (e.g. self-efficacy, control perceptions, learning goal orientations) and their academic achievement, while others have investigated the role of students' personality traits in that achievement. However, not much research has examined the relationship between the Big Five traits, academic motivation, and academic achievement within the same study (Komarraju, Karau, & Schmeck, 2009). Therefore, the purpose of this study was to examine whether achievement goal orientations mediate the relationship between personality traits (Extraversion, Agreeableness, Conscientiousness, Emotional Stability and Intellect) and academic achievement.The participants were 501 (160 boys and 341 girls; Mage=16.19) high school students in Croatia. They answered questions about their final mid-term grade in chemistry (the Croatian academic grade scale ranges from 1-fail to 5-excellent) and completed two questionnaires: The IPIP Big-Five factor markers (Goldberg, 1999) and the Achievement Goals Questionnaire (Rovan & Jelić, 2010).The mediation analysis (a bootstrapping method) revealed that learning approach, performance-approach and work-avoidance goal orientations fully mediate the relationship between students' personality traits and their academic achievement, but only for Conscientiousness.

Medical Students’ KCSE Grade and Their Relationship to Academic Performance: A Case of Egerton and Moi Universities, Kenya

Admission into Kenyan public universities’ medical schools is either by Kenya Universities and Colleges Central Placement Service (KUCCPS) or individual universities and their senates on self-sponsorship programmes (SSP) basis. The KUCCPS selected students have strong O-level grades in all subjects, with specific cluster science subjects and cumulative points. The SSP students need to have minimum university entry requirements and cluster subjects for admission unto the medicine and surgery (MBCHB) programme. The study aimed to compare the relationship between Medical Student’s KCSE grade and their performance in preclinical and clinical levels at Medical schools of Egerton University (EU) and Moi University (MU). The study utilized ex post facto research design for Retrospective record review (3R) of medical students of academic year 2007/08, 2008/09 and 2009/10 as cohort classes of Egerton University and Moi University. This study was conducted in Egerton University and Moi University, medical schools. Both Universities admit medical students sponsored by KUCCPS and SSP students. This study’s Population was Public Universities’ Medical students (MBChB) who had been examined at both preclinical and clinical course levels. Students of academic years 2007/08, 2008/09 and 2009/10 were the accessible population. Admission characteristic were an independent variable and academic performance a dependent variable. This study used a Data sheet document to capture data from Academic Records offices. The students’ performance at preclinical and clinical courses is not influenced by their KCSE grades at admission at MU and EU. KCSE English and Chemistry grades positively impact on preclinical performances. Biology, Mathematics, Kiswahili and Chemistry positively influence performance in Clinical courses. Performance in Preclinical courses like Medical Biochemistry, Medical Physiology, and Pathology can predict performance in clinical courses. The diploma program (in-service) does not influence performance in preclinical courses as it does in clinical courses. Performance in preclinical courses is a predictor for performance in clinical courses. KCSE aggregate grade at admission has no influence on students’ performance in preclinical and clinical courses at MU and EU. The study recommends). Medical schools to consider an open entry Examination system for applicants who meet minimum cluster requirements regardless of the KCSE aggregate grade. Consider development of in-service curriculum that may allow the diploma holder to take track at clinical years.

An Epic Viewpoint: An Interview with Judy Faulkner, CEO of Epic Systems

An Epic Viewpoint: An Interview with Judy Faulkner, CEO of Epic Systems

Um estudo estatístico sobre o aproveitamento em Física de alunos de ensino médio e seus desempenhos em outras disciplinas

Grande parte dos alunos de ensino médio enfrentam sérias dificuldades em Física, o que pode ser observado pelos elevados índices de repetência associados a essa disciplina. Frente a isso, esse trabalho tem como objetivo uma investigação estatística sobre o aproveitamento de discentes da rede pública em Física, se comparado ao desempenho em outros conteúdos curriculares. Para tanto, foram feitos cálculos de correlação entre as notas dos alunos em Física e nas demais disciplinas de interesse. Além disso, foi elaborado um Modelo Multinível com dois níveis hierárquicos: o aluno e a sala de aula. Nesse modelo foi avaliada a influência simultânea das disciplinas sobre o desempenho em Física. Os dados foram obtidos junto a duas escolas estaduais das cidades mineiras de Ouro Preto e Campo Belo. Com isso, tentou-se identificar se o rendimento em Matemática e em disciplinas do eixo das Ciências da Natureza, representando o raciocínio lógico e dedutivo, bem como o rendimento em Português e disciplinas do eixo das Ciências Humanas, representando a capacidade de leitura e interpretação, apresenta alguma relação com o desempenho em Física. Os resultados mostram que os maiores valores de correlação são encontrados entre as notas de Matemática e Física e entre a média das notas de Química e Biologia e as notas em Física. Além disso, ao se considerar simultaneamente as proficiências em Matemática e em Química/Biologia, novamente foi encontrado um impacto positivo em Física. Os Parâmetros Curriculares Nacionais (PCN) apontam para uma integração de saberes a partir de eixos temáticos, entre eles as Ciências da Natureza que é composto por Física, Química e Biologia. Dessa forma, os resultados entre Física e as demais disciplinas deste eixo apontam para uma interdisciplinaridade, em consonância com os PCN.

The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

<p>This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and reliability of these instruments were tested and found appropriate for the study purpose. The instruments were applied on a sample of 64 female students in the 9th grade at the EIN ALBEDAH secondary school in TAFILAH. The researchers applied T-test for independent sample means, standard deviations and ANOVA. The results indicated statitistically significant differences at the level (α≤0.05) in contemporary and instructional achievement or the experimental group. The researchers recommended applying the approaches of instructional methods which are based on brain-based learning in chemistry and science.</p>

Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students? chemistry achievement.Purpose: This study aimed to investigate how students? perceptions of learning environment, self-efficacy and gender are related to chemistry achievement.Sample: Three hundred fifty six high school students with the age range of 14 and 19 from three different schools in the same district were the participants.Design and methods: A structural equation model was designed and tested. Constructivist learning environment survey, self-efficacy scale were the instruments of the study. Information about students? gender and their chemistry grades belonging to the previous semester were also collected.Results: The model testing showed that chemistry self-efficacy beliefs, students? perceptions of constructivist learning environment (through chemistry-self efficacy) and gender were significantly related to chemistry achievement. Moreover, the findings showed that students? chemistry self-efficacy beliefs mediated the relation of students? learning environment perceptions to their chemistry achievement.Conclusions: The present study has some educational implications for teachers, teacher educators and curriculum developers. First of all, self-efficacy was found to have an effect on students? achievement. Therefore, teachers should consider students? self-efficacy beliefs and devise their instruction accordingly. Another implication of this study is the necessity of considering gender differences in designing teachers? instruction.

America's Corporate Legends Tackle Academic Healthcare:An Interview with Jack and Suzy Welch

America's Corporate Legends Tackle Academic Healthcare:An Interview with Jack and Suzy Welch

Concept Maps as a Tool for Teaching Organic Chemical Reactions

The purpose of the research was to establish the impact of the application of a concept map in chemistry lessons on the effective solving of tasks with organic reactions content. In the first phase of the research, a concept map was produced representing the reactions of hydrocarbons, organic halogenated compounds and organic oxygen compounds, and in the second phase the produced concept map was introduced in lessons. Its impact was tested on a sample consisting of 186 students (average age of 17.8 years), who were divided into a control group (88 students) and an experimental group (98 students). Prior to the experiment, the two groups were equalised in terms of their level of development of formal logical thinking and their average grade in chemistry. A knowledge test, consisting of five problem tasks comprising multiple parts, was used as a quantitative instrument for measuring the impact of the applied concept map. The content of the knowledge test was selected on the basis of the chemistry lesson plan (reactions of organic oxygen compounds) for general upper secondary schools (in Slovenian: gimnazije). An analysis of the task solving showed statistically significant differences in the responses of the experimental group members and the control group members (experimental group M = 15.9; SD = 6.33; control group M = 13.6; SD = 7.93; p = 0.03). The produced concept map contributed to the more effective interrelation of concepts and, consequently, to more effective problem task solving.

Assessment of the Trend of Secondary School Students’ Academic Performance in the Sciences, Mathemetics and English: Implications for the Attainment of the Millenium Development Goals in Nigeria

Students’ academic performance in the sciences is crucial for national development and the attainment of the Millennium Development Goals. With a year to the end of the MDGs, this study assessed the trend of students’ academic performances in Biology, Chemistry, Physics, Mathematics and English in West African Senior School Certificate Examination (WASSCE) from 2008 - 2012. The results of the entire students who sat for this examination in Nigeria in the 5 subjects were studied. Ex-Post facto research design was employed in the study. Percentages of students who obtained grade 1 - 6 in the 5 subjects were used to analyse the data. It was found that there was steady increase in the enrolment of students in the 5 subjects however, with fluctuating performances in Biology, Chemistry, General Mathematics and English language, except Physics which recorded an increased performance that fluctuated only in 2009. In terms of average academic performance from 2008 - 2012, physics recorded the best average academic performance with mean of 56.01% followed by English (52.52%), Mathematics (47.44%), Chemistry (46.30%) and the least average academic performance was in biology (37.27%). It was also found that Biology had the highest failure rate of 28.66% followed by Mathematics (24.39%), Chemistry (22.52%), English (21.89%) and the least failure rate was in physics (13.08%). The results also show that from 2008 - 2012 only 46.50% of the students obtained 1 - 6 grades in Biology, Chemistry, Physics, Mathematics and English in WASSCE. The implication of these abysmal performances is that the pace of achieving national development and the MDGs will be slow and difficult. It was recommended that there should be a total overhaul of the teaching and learning process of these subjects.

Measuring student performance in general organic chemistry

Student performance in general organic chemistry courses is determined by a wide range of factors including cognitive ability, motivation and cultural capital. Previous work on cognitive factors has tended to focus on specific areas rather than exploring performance across all problem types and cognitive skills. In this study, we have categorized the different kinds of problems encountered in general organic chemistry, and correlated performance in each problem type with overall class performance. Fairly reproducible results are found for ten consecutive semesters over five academic years. Problem types that require higher-level cognitive skills tend to correlate better with overall class performance than those that rely more heavily on memorization. Performance on some problem types was found to predict up to ∼90% of the variances of overall class performance. Correlations across problem types with external student characteristics, such as general chemistry grade, are interpreted as highlighting the important contributions of other factors in addition to cognitive ability to success in organic chemistry.

Evaluation of instruction: students’ patterns of use and contribution to RateMyProfessors.com

RateMyProfessors.com (RMP) is the most popular commercial website to evaluate instructors, and houses a wealth of student-generated information in the form of ratings and reviews. This study investigated whether general chemistry students who use RMP were different from other students, and their reasons to use and contribute to the site. A pool of 398 students were surveyed. The survey gathered demographic information, patterns and frequency of use, and information to characterise participants in terms of their learning/grade orientation. Data analysis included descriptive and inferential statistics and the application of mixture models (latent class analysis and latent profile analysis). There were no significant differences between contributors and non-contributors in terms of gender, major, year status, grade point average, course load, previous chemistry grade and learning/grade orientation. Findings for this sample do not support the common assumption that students use RMP to shop for easy instructors. Instructor helpfulness, clarity and overall rating were reported as important aspects to visit the site. Findings agree with literature reports and support the use of RMP as supplemental data to inform assessment of instruction at the general chemistry programme level. Programmes in other disciplines can adapt the methods presented to assess the suitability of RMP data-sets for similar purposes.

Why do upper secondary school students study chemistry – and why they do not?

This study investigated the Finnish upper secondary school students’ opinions on the rationale of chemistry education and their reasons for choosing or not choosing advanced courses in chemistry. In first phase of the research 49 pre-service chemistry teacher students answered open questions about their opinions about the rationale of chemistry education as well as reasons for choosing advanced courses in chemistry in upper secondary school. The same students then interviewed 44 upper secondary students about their opinions on the topic. The survey used for the second phase of the study was based on the content analysis of the answers of chemistry teacher students and the transcriptions of the interviews of upper secondary school students. Four categories of rationales were found in the first phase of the study: (i) everyday life and health, (ii) environmental issues, (iii) general knowledge, and (iv) further studies and working life. Based on the data from the survey (N = 137), further studies and working life related reasons for teaching chemistry were considered most important. The reasons for choosing advanced courses in chemistry were divided in four categories: (i) interest, (ii) self-efficacy, (iii) utility value for university admission, further studies and working life, (iv) influence of parents, peers and teacher. Results indicate that interest in chemistry and utility value for university admission and further studies were the most important reasons for choosing advanced courses in chemistry. Boys and students with good grades in chemistry emphasized self-efficacy significantly more than the others. Girls emphasized utility value for university admission and further studies more than the boys. Influence of parents, peers and teacher was in average considered the least important category of reasons. The main reasons for not choosing advanced courses in chemistry were being more interested in other subjects and not needing chemistry for university admissions. To improve the number of people choosing advanced courses in chemistry, there is a need to improve interest in chemistry – especially as part of general knowledge of every citizen.

Motivation as a Mediator of Social Disparities in Academic Achievement

The present study aimed at contributing to the understanding of social disparities in relation to students‘ academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio–economic status (SES), general intelligence, domain–specific ability self–concepts and subjective scholastic values in math, physics and chemistry. Students‘ grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers‘ SES and students‘ achievement, whereas for mothers‘ SES, only children's academic self–concept in chemistry was a significant mediator. These results also held when students‘ general intelligence was controlled. Additionally, we controlled for students‘ grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers‘ SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers‘ SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers‘ SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers‘ and mothers‘ SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd.

Course structure, engagement, and the achievement of students in first-year chemistry

In the 1998–99 academic year, the Department of Chemistry at the University of Manitoba reorganized its first-year course to include two types of sections: “regular sections” for students with high school chemistry grades above 70%, and “developmental sections” for students with grades between 50 and 70%. The regular sections had about 200 students with two or three lectures a week for 150 min and associated labs, and, in contrast, the developmental sections had between 60 and 100 students with five lectures a week for 250 min, weekly tests, and associated labs. By end of the 2006–07 academic year, 7890 students had completed the chemistry course, and 7045 (89%) of these students were included in this study: 5600 in regular sections and 1445 in developmental sections. We found that the students in the developmental sections did better than the students in the regular sections when a number of important variables were controlled. In addition, students' grades in high school chemistry and mathematics were strongly related to their grades in university chemistry, and their attendance in classes and labs, an indicator of their engagement, had strong effects on the developmental students’ chemistry grades.

Mental capacity and working memory in chemistry: algorithmic versus open-ended problem solving

Previous research has revealed that problem solving and attainment in chemistry are constrained by mental capacity and working memory. However, the terms mental capacity and working memory come from different theories of cognitive resources, and are assessed using different tasks. The current study examined the relationships between mental capacity, working memory, algorithmic and open-ended problem solving, and A level chemistry grades. The results revealed that the best predictor of algorithmic problem solving and A level grades was performance on a counting recall task, which requires the simultaneous processing and storage of information within working memory. The best predictors of open-ended problem solving were backwards digit recall and the figural intersection test. The results therefore demonstrated a dissociation between the cognitive resources underlying algorithmic and open-ended problem solving. The results are discussed in terms of both theoretical and practical implications.

Effect of Student’s Team Achievement Division (STAD) on Academic Achievement of Students

Due to the increasing diverse nature of the world’s education system, it is important that learning strategies are beneficial in educating a wide variety of students. For the retention and comprehension of the subject matter taught in the classrooms, teachers must engage students and provide them with the proper social skills needed to succeed beyond the classroom environment. The focus of the present study investigated the effect of a form of cooperative learning instruction that is students’ team achievement division (STAD) with that of traditional lectures method. The population of the study was all the students studying chemistry at higher secondary level in Khyber Pukhtunkhwa (Pakistan). 30 students of chemistry grade 12 in government higher secondary school Jamrud were selected as a convenient sample of the study. The students were divided into two groups one was called control group and the other was experimental group based on stratified random sampling techniques. The true experimental design of the posttest only control group design was applied in this study. The control group was taught with the traditional lecture method while the experimental group with the cooperative learning instruction STAD. Students academic achievements were find out by teacher made test composed of multiple choice questions, short questions and long questions. The credit of the test was of 50 marks, the posttest consist of multiple choice questions of 16 marks, short questions of 24 marks and one long question of two subsections having 10 marks. Student ttest of non-dependent sample was used to analyze the data. The result showed that the students’ achievements of both the groups were not significant. The implications were discussed.

Nonphytate Phosphorus Requirement and Efficacy of a Genetically Engineered Yeast Phytase for Yellow Broilers at 22- to 42-d-Old Age

An experiment was conducted to investigate the requirement of nonphytate phosphorus (nPP) and efficacy of a genetically engineered yeast phytase (PHY A) for Lingnan yellow broilers from 22- to 42-d-old age. A total of 1 320 1-d-old male chicks were randomly divided into 11 dietary treatment groups, which consisted of 4 replicate floor pens with 30 birds per pen. The control group (treatment 1) was fed with basal diet of nPP 0.08% without dicalcium phosphate or phytase supplementation. Dietary levels of nPP were 0.16, 0.24, 0.32, 0.40, 0.48, and 0.56%, respectively, for treatments 2 to 7, through addition of dicalcium phosphate (chemistry grade) to the basal diet. Diets of treatments 8 to 11 were supplemented with PHY A at 200, 400 and 600 U kg −1, a commercial phytase product (PHY B) at 400 U kg −1 level, respectively. The birds in 0.32–0.56% nPP groups gained more than those of the other groups ( P<0.05). The nPP supplementation significantly improved feed intake ( P<0.05). The feed gain ratio was significantly decreased by 0.40% nPP diet compared to the control birds ( P<0.05). The level of 0.48% nPP was required for optimum tibia development. The additions of PHY A at 400 and 600 U kg- 1 level and PHY B all significantly improved ADG ( P<0.05), ADFI ( P<0.05), and dry defatted tibia weight ( P<0.05). Similarly, the percentage of tibia ash was increased by 600 U kg −1 PHY A supplementation ( P<0.05). The requirement of nPP for maximal ADG and highest percentage tibia ash both was 0.40%. The phosphorus equivalency value of PHY A was estimated as 685 U kg- 1 for male yellow broilers of 22- to 42-d-old age.