ERIC Number: EJ1166974
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Pre-Assessment and Peer Tutoring as Measures to Improve Performance in Gateway General Chemistry Classes
Allenbaugh, R. J.; Herrera, K. M.
Chemistry Education Research and Practice, v15 n4 p620-627 Oct 2014
Determining student readiness for gateway chemistry courses and providing underprepared students effective remediation are important as student bodies are growing increasingly diverse in their precollege preparation. The effectiveness of the ACT Mathematics Test and the Whimbey Analytical Skills Inventory (WASI) in predicting student success in first semester general chemistry at Murray State University was analysed in conjunction with a pilot remediation program focusing on problem solving skills. The WASI assessment was as effective as the ACT Mathematics Test in predicting student success and has the advantages of being a shorter, more readily available assessment that can be given at any time; however the PLA program was not effective in improving student outcomes in general chemistry.
Descriptors: Peer Evaluation, Peer Teaching, Tutoring, Chemistry, College Science, College Students, Remedial Instruction, College Entrance Examinations, Pretests Posttests, Tests, Scores, Grades (Scholastic), Statistical Analysis
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: firstname.lastname@example.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Assessments and Surveys: SAT (College Admission Test); ACT Assessment