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.