P1008: Attitudes of chemistry undergraduate students towards mathematics at the University of the West Indies Cave Hill campus [WITHDRAWN]

Author: Leah Garner-O'Neale, The UWI Cave Hill Campus, Barbados

Co-Author: Akeiya Cumberbatch, UWI Cave Hill Campus, Barbados

Date: 8/7/14

Time: 11:10 AM11:30 AM

Room: LTT 101

Related Symposium: S72

This study was conducted to determine the attitudes of Chemistry undergraduates toward Mathematics at the University of the West Indies Cave Hill, Campus. The questionnaire used in the study consisted of the Martha Tapia Attitude toward Mathematics scale which measured four domains: motivation, value, self-confidence and enjoyment. There were 124 students in the actual study. The data collected was tested and analyzed using Predictive Analytic Software Statistics (PASW) 18. Descriptive frequencies, independent t-test, one-way ANOVA analysis and linear regression analysis at a confidence level of 0.05 were carried out. The study highlighted that the overall Chemistry undergraduates’ attitudes toward Mathematics were moderate and that there was no statistical significance based on gender and grade levels. However, the highest academic Mathematics qualification of the student and the grade they obtained were the two highest contributors

P713: Chemical education research: A viable option in the undergraduate chemistry program at UWI Cave Hill?

Author: Leah Garner-O'Neale, The UWI Cave Hill Campus, Barbados

Co-Author:

Date: 8/6/14

Time: 11:50 AM12:10 PM

Room: LMH 114

Related Symposium: S51

The University of the West Indies (UWI) Cave Hill campus, like many other universities, has seen undergraduate research as an integral component of their Chemistry program. As such, a graduate of this program, who has completed a major in the discipline, must have successfully undertaken an undergraduate research project. It is expected that the project is supervised by a staff member and will provide the necessary training or skill development in various aspects of chemistry. Most projects are therefore offered within the faculty’s overall research interest. This presentation shares the experience of trying to integrate chemical education research as a legitimate option for chemistry students undertaking the research project course. The projects undertaken thus far and their impact on the participants, the supervisor and the overall discipline will be discussed. The difficulties experienced and the victories achieved will be shared and the way forward will be explored.

P257: Effect of sex, numerical ability and attitudes towards mathematics and chemistry on student achievement in mole concept chemistry

Author: Sharna C. Casimir, University of the West Indies, Cave Hill Campus, Barbados

Co-Author: Leah Garner-O'Neale and Sergey Kulikov, University of the West Indies, Cave Hill Campus, Barbados

Date: 8/4/14

Time: 2:45 PM3:05 PM

Room: HON 148

Related Symposium: S4

The mole concept is one of the most fundamental and important topics in chemistry because it is the bind between qualitative and quantitative chemistry. Nevertheless, students seem to encounter myriad issues when faced with problems involving the mole. Moreover, chemical education research, significantly increasing since the 60’s, especially on the mole concept is at the forefront in North America, Europe and Asia but in the Caribbean published work is limited. Therefore, this study seeks to determine if numerical ability, students’ gender and students’ attitudes play a significant role in affecting preliminary student’s academic achievement in mole concept chemistry at the University of the West Indies (UWI). A pilot study was conducted with 37 students at the preliminary level of the chemistry programme of the UWI Cave Hill, Barbados. The CLASS-Chem survey and the ATMI were administered to determine attitudes towards mathematics and chemistry, and the students were given objective type tests to determine the pattern of achievement in mole concept chemistry and the level of numerical ability. Results showed that there was an average overall performance on the Mole Concept Achievement Test (Mean =13.97/25). There were no statistically significant differences in achievement based on numerical ability, gender and attitudes towards mathematics and chemistry. There was no statistically significant difference when correlations were done between attitudes and achievement, numerical ability and achievement and sex and achievement. Subsequently, with all factors examined, sex has the greatest impact on achievement.