P377: Investigating the relationship between success in general chemistry and cognitive and non-cognitive measures at Gonzaga University

Author: Sarah J. Siegel, Gonzaga University, USA


Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

At our University, we have just one semester of general chemistry, required for all science majors as well as engineering, nursing, pre-med, and other students, that has no pre-requisite courses. We believe that if we can identify students who have a higher than average chance of doing poorly in general chemistry very early in the semester, we may be able to persuade them to study harder and in smarter ways early enough in the semester to change the fate of their final grade. We are looking for cognitive and non-cognitive measures that could be used together to identify those students before they even start general chemistry. We administered a survey to our general chemistry students during the first week of classes regarding motivation, attitude, and self-concept, composed of items from the Motivated Strategies for Learning Questionnaire (MSLQ) and the Chemistry Self-Concept Inventory as well as general demographic information. After classes had been in session for several weeks, we administered a second survey containing items related to learning strategies from the MSLQ. After obtaining other demographic information and admissions information like SAT scores and high school GPA, we are looking for correlations between the items collected and final grades in general chemistry. We hope to find a group of items from the first survey that could be used to predict which students might need to work harder than they expect, and to find items from the second survey that contain learning strategies we should encourage in those students.