The Resource The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score, by Margaret Gorjanc Barthel

The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score, by Margaret Gorjanc Barthel

Label
The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score
Title
The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score
Statement of responsibility
by Margaret Gorjanc Barthel
Creator
Subject
Language
eng
Summary
This study was designed to investigate the relationship between achievement in Chem 33 (a third semester general chemistry course) and the following predictor variables: prior knowledge (Chem 32 grade), level of Piagetian intellectual development, number of college mathematics courses previously completed, grades received in prior college mathematics courses, science ACT scores, mathematics ACT scores, and composite ACT scores. During the winter semester of the 1994-1995 school year, the students who were enrolled in two sections of Chem 33, taught by the same professor, were given the TOLT test. In addition, their student records were examined in order to determine the grade they received in Chem 32, the number of mathematics courses Completed in college, the GPA for the mathematics courses completed in college, the science ACT score, mathematics ACT score, and the composite ACT score. A Pearson Correlation was performed on these variables to determine to what extent they were able to predict the student's achievement, measured by the grade in Chem 33. What was found in respect to achievement in Chem 33 was: prior knowledge was r = 0.67, GPA of mathematics courses completed in college was r = 0.58, mathematics ACT was r = 0.50, composite ACT was r = 0.40, and TOLT was r = 0.33. A stepwise multiple regression was also performed to see what interactions could be found between the variables themselves. There was no single predictor variable that adequately serves as a dominant predictor variable for success in Chem 33. It can be concluded that the Chem 32 grade (prior knowledge) coupled with the GPA of the college mathematics courses completed in college as well as the mathematics ACT score are the best predictors for achievement in Chem 33
Additional physical form
Also available on the Internet.
Cataloging source
MUU
http://library.link/vocab/creatorName
Barthel, Margaret Gorjanc
Degree
Ph. D.
Dissertation year
2001.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri-Columbia
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Constructivism (Education)
  • ACT Assessment
  • Academic achievement
  • Chemistry
  • Mathematics
  • Science
Target audience
specialized
Label
The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score, by Margaret Gorjanc Barthel
Instantiates
Publication
Note
  • Typescript
  • Vita
Bibliography note
Includes bibliographical references (leaves 104-111)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
49526014
Dimensions
29 cm
Extent
vii, 112 leaves
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Specific material designation
remote
Label
The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score, by Margaret Gorjanc Barthel
Publication
Note
  • Typescript
  • Vita
Bibliography note
Includes bibliographical references (leaves 104-111)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
49526014
Dimensions
29 cm
Extent
vii, 112 leaves
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Specific material designation
remote

Library Locations

    • University of Missouri Libraries DepositoryBorrow it
      2908 Lemone Blvd, Columbia, MO, 65211, US
      38.919360 -92.291620
Processing Feedback ...