P655: Investigating the relationship between study resource chosen and student achievement in general chemistry

Author: Regis Komperda, Catholic University of America, USA

Co-Author: Ashlie Wrenne and Diane M. Bunce, Catholic University, USA; Maria Schroeder, US Naval Academy, USA

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

Students choose the study resource that seems the most appropriate to them. They make this decision based upon their estimate of the effectiveness and efficiency of the resource. When students are under a study time constraint, these criteria may become even more important in students’ decision on what and how to study. During the Fall 2012 semester, a study was conducted to look at the range and effectiveness of the primary study methods chosen by students enrolled in a general chemistry course at the US Naval Academy, Annapolis, MD. At the Naval Academy, all 1015 students in the plebe freshman class take general chemistry. One textbook is used by 29 different instructors and all instructors follow a common daily syllabus. Students take both instructor-written and multiple choice common exams. We surveyed the plebes several times during their first semester of general chemistry asking which of the available resources they used to study for both types of exams and which was their primary method of studying. This poster will examine the data about the differences in study resource chosen for these two types of exams by students of differing grades in the course and the effectiveness of student choices on achievement when study time is limited and efficiency is an important variable.

P256: Path analysis of physical chemistry learning: Effects of previous achievement, knowledge network quality, and metacognition on achievement

Author: Ashlie Wrenne, The Catholic University of America, USA

Co-Author:

Date: 8/4/14

Time: 2:25 PM2:45 PM

Room: HON 148

Related Symposium: S4

Physical chemistry is considered challenging because of its interdisciplinary topics and capstone nature. Existing research has begun to diversify, but many topics are yet unexplored. This is the first physical chemistry study to include knowledge network analysis and metacognition. Physical chemistry knowledge networks represent internal knowledge organization, which should become more densely connected with additional learning. Knowledge networks of physical chemistry experts and students will be compared. Metacognition, the analysis of learning and thinking processes, is associated with expertise and achievement. Path analysis tests for standardized variances with a collection of regression analyses in a path diagram. The purpose of this study is to examine the influence of previous achievement, knowledge network quality, and metacognition on physical chemistry learning in two non-linear interaction models (path diagrams). All variable interactions will be verified by canonical correlation. The results of this study will elucidate possible causes of student difficulty and success in physical chemistry.