| Description |
This research project improved general chemistry performance through four major efforts: 1) identifying factors predictive of students failing general chemistry, 2) adjusting course structure, 3) changing course curriculum to align with chemical education research, and 4) implementing metacognitive training. Low math ability and poor attendance at discussion sections most significantly contributed to students failing the course. Course prerequisites were then implemented and attendance in discussion became required, resulting in a 3% increase in final exam median score and a semester decrease in student enrollment. Yearly enrollment did not change in response to the addition of course prerequisites. Greater structure was added to the established flipped classroom through online homework questions, which linked students to videos and offered tutorials on the topic. Practice tests were added to this system, resulting in a 4% increase in median final exam score and a 6% improvement in pass rate. Metacognitive training within practice tests was added to the homework, with students predicting their ability, receiving feedback of their chemistry ability, and developing study plans. This training overcame low-achieving students' tendency to overestimate their chemistry ability but did not improve assessment scores. Regular metacognitive training was implemented within weekly quizzes, in addition to practice tests, including the system of prediction, feedback, and study plans. Student tendency to overestimate assessment scores was overcome and scores on each course exam improved. After factoring out other effects, overall final exam average improved by 4%, with the bottom quartile of students improving by 10%. This training was implemented over the year of general chemistry, improving the bottom quartile's final exam score by 2.7% for each semester of training received. Analysis of this training indicated that regular completion of study plans and accurate prediction of end-of-semester assessment scores correlated to positive semester trajectory. By the end of this study, student enrollment rates, the number of students passing the course, and the percent pass rates for General Chemistry I and II reached the highest levels seen since the outset. Final exam scores generally increased over the study, with a minor decline witnessed in the most recent semester of General Chemistry I. |
