P862: Impact of supplemental instruction on the chemistry self-efficacy of first- and second-year undergraduate chemistry students [WITHDRAWN]

Author: Robert F. Reardon, Texas State University, USA

Co-Author: Debra A. Feakes and Lindley W. Alyea, Texas State University, USA

Date: 8/6/14

Time: 2:05 PM2:25 PM

Room: MAK B1138

Related Symposium: S59

Texas State University recently completed research for an NSF grant to investigate the impact of Supplemental Instruction on the perceived chemistry self-efficacy of first- and second-year undergraduate chemistry students. chemistry self-efficacy was measured by Likert-type surveys administered to the students at the beginning and end of each semester. Data collected for each student included demographic data (sex, ethnicity, whether they attended chemistry in high school, and entrance examination scores), attendance of Supplemental Instruction sessions, and academic performance. These data were analyzed with a path model to determine the impact of the SI on the changes in chemistry self-efficacy. Interestingly, the average chemistry self-efficacy of students declined each semester. However, the decrease was significantly less for students that had high SI attendance. This supports that not only does attendance in SI help student performance but that it can preserve a student’s chemistry self-efficacy.

P866: Student self-efficacy and perception of the chemistry supplemental instruction program: A qualitative analysis [WITHDRAWN]

Author: T. Christina Valverde, Texas State University, USA

Co-Author: Robert F. Reardon, Debra A. Feakes and Lindley W. Alyea, Texas State University, USA

Date: 8/6/14

Time: 3:40 PM4:00 PM

Room: MAK B1138

Related Symposium: S59

Chemistry courses at Texas State University and elsewhere historically have a high rate of attrition. Academics who are concerned with students’ academic achievements point out two major factors that influence students’ performance in chemistry courses: students’ perception of chemistry and students’ self-efficacy (SE). Additionally, scholars propose that a students’ perception of chemistry can affect positive or negatively their accomplishments and argue that the higher students’ SE are towards chemistry, more likely they are to succeed. The Supplemental Instruction (SI) program has been shown to improve student performance and has been used to assist students in science, technology, engineering, and mathematics (STEM) courses. This study investigates the relationship between a student’s perception of chemistry, their self-efficacy, and the SI program, to better understand how these factors related to academic accomplishments. For this study, 2,796 chemistry students enrolled during Fall 2011 to Spring 2013 received general and chemistry SE surveys, and 42 participants were interviewed – ten SI leaders and 32 Chemistry undergraduate students. The results show that despite students having an initial negative perception of chemistry, positive academic experiences and participation in the SI program improved SE. These experiences also led to a change in how students perceived chemistry in subsequent courses taught in the Department of Chemistry and Biochemistry at Texas State University.