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Peer reviewedBouJaoude, Saouma B.; Giuliano, Frank J. – School Science and Mathematics, 1994
Investigated the relationships between (n=220) students' approaches to studying, prior knowledge, logical thinking, and gender and their performance in a nonmajors' college freshman chemistry course. Found that prior knowledge was the best predictor of achievement, followed by formal reasoning ability. (22 references) (Author/MKR)
Descriptors: Chemistry, College Freshmen, Higher Education, Nonmajors
