دورية أكاديمية
Importance of Academic Legacy on Student Success in First- and Second-Semester General Chemistry
| العنوان: | Importance of Academic Legacy on Student Success in First- and Second-Semester General Chemistry |
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| المؤلفون: | G. Robert Shelton, Adrian Villalta-Cerdas, Ben Jang, Anton Dubrovskiy, Blain Mamiya, Rebecca Weber, Susan Broadway, Vickie Williamson, Cynthia Powell, Diana Mason |
| المصدر: | Journal of Research in Science, Mathematics and Technology Education, Vol 6, Iss 3, Pp 121-148 (2023) |
| بيانات النشر: | Eastern Mennonite University, 2023. |
| سنة النشر: | 2023 |
| المجموعة: | LCC:Technology LCC:Special aspects of education |
| مصطلحات موضوعية: | higher education, diagnostic testing, general chemistry, mathematics/automaticity, ethnicity, academic legacy, Technology, Special aspects of education, LC8-6691 |
| الوصف: | This investigation sought to elucidate the influence of students' academic legacy on their prior knowledge and course outcomes providing crucial insights for educators who teach general chemistry. This six-semester analysis involved 6,914 students enrolled in classes across nine Texas universities. Explored were personal circumstances associated with students' successes and failures that influenced performance in on- and off-sequence, first- and second-semester general chemistry (Chem 1 and Chem 2). Students' academic legacy based on their categorization as first generation (neither grandparent nor parent/guardian with a 4-year bachelor's degree), second generation (at least one grandparent or parent/guardian with a bachelor's degree), or third generation (at least one grandparent and at least one parent/guardian hold a bachelor's degree) was investigated. Of the students in the dataset 33.8% (n = 2,340) self-identified as Hispanic. Results for Hispanic and non-Hispanic students indicated that first-generation students struggled more with Chem 1 and Chem 2 than students in the other two legacy groups. As students' academic legacy extended, they were more apt to succeed in general chemistry. Second- and third-generation students demonstrated stronger prior high-school chemistry backgrounds and were enrolled in more advanced mathematics courses. As expected, students with stronger academic backgrounds in chemistry and mathematics scored higher on the diagnostic MUST (Math-Up Skills Test), had greater self-efficacy relative to their preparation to succeed, and reported fewer paid work hours. First-generation students on the average entered with lower diagnostic MUST scores, felt less prepared to succeed, and disclosed a greater need to be employed. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2577-6789 |
| العلاقة: | https://jrsmte.com/download/importance-of-academic-legacy-on-student-success-in-first-and-second-semester-general-chemistry-13581.pdfTest; https://doaj.org/toc/2577-6789Test |
| DOI: | 10.31756/jrsmte.631 |
| الوصول الحر: | https://doaj.org/article/69d6c877f25442f58c00ae06083c6d04Test |
| رقم الانضمام: | edsdoj.69d6c877f25442f58c00ae06083c6d04 |
| قاعدة البيانات: | Directory of Open Access Journals |
| تدمد: | 25776789 |
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| DOI: | 10.31756/jrsmte.631 |