P662: Study patterns in general chemistry I

Author: Cheryl L. Muller, University of Wisconsin Eau Claire, USA

Co-Author: Emily J. Hoida, U-Wisconsin Eau Claire, USA

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

When and how do students study general chemistry? Can their success in the course be predicted by their effort or their study methods and attitudes? We collected data from approximately 70 students enrolled in general chemistry I during fall 2012 and fall 2013. Students were asked to report their study efforts to an emailed diary survey. The survey asked whether they studied the previous day, amount of time, study method, and the prompts for their study (e.g., an assignment or exam). The Motivated Strategies for Learning Questionnaire (MSLQ) was administered prior to and at the end of the diary surveys. Students gave permission for access to ACT and course exam scores. Exam scores were used as the measure of success. In general the number of study sessions and time studying did not correlate to success on the exams. Study sessions are more frequent in the first 3-4 weeks of the course, becoming much less frequent by week 11. In the days prior to an exam, there is an increase in the length of a study session, but not in frequency. The most common form of studying was skimming notes; other forms varied by instructor. The most common prompt was a collected assignment. MSLQ survey responses from early in the semester did not predict exam success; however, exam performance seems to affect students’ developing attitudes. Significant correlations were found between exam performance and task value and self-efficacy later in the semester.