ERIC Number: ED115209
Record Type: Non-Journal
Publication Date: 1975-Aug-5
Reference Count: N/A
Students' Personality, Attitude, and Learning Style as Predictors of Performance in an Undergraduate Organic Chemistry Course Using Computer-Based Education.
Kevin, Richard C.; Liberty, Paul G., Jr.
Students enrolled in an organic chemistry course were given a diagnostic inventory according to the SCRAPE model. Information was obtained on 11 motivational personality variable and three attitudinal variables for students in both computer-based instruction and regular instruction sections. Descriptive statistics were obtained on each instrument for the two groups, and correlations among variables were examined. Students with higher scores on the academic philosophy of the Orientation Toward College Inventory (OTC) has higher course grades. Abstract conceptualization was found to vary positively with course grade. Higher scores on the task scale of the Bass Orientation Inventory (ORI) were positively related to higher course grades for computer-based instruction while low scores on the task scale had higher grades in the regular instruction group. On the interaction scale of the ORI the high scorers in computer-based classes had lower grades while the high scorers in the regular group had higher grades. In computer-based instruction sections, applied science majors generally tended to have lower course grades, but had more favorable attitudes toward the course and the computer. Copies of the diagnostic inventories are appended. (Author/CH)
Descriptors: Academic Achievement, Academic Aptitude, Attitude Measures, Chemistry, Cognitive Style, College Students, Computer Assisted Instruction, Computer Oriented Programs, Educational Research, Experimental Programs, Grade Prediction, Higher Education, Individual Characteristics, Learning, Performance Factors, Personality Measures, Predictor Variables, Science Instruction, Student Attitudes, Tests
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Texas Univ., Austin. Project C-BE.