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High School Chemistry Instructional Practices and Their Association with College Chemistry Grades

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Philip M. Sadler

Department of Science Education, Harvard–Smithsonian Center for Astrophysics, Harvard University, Cambridge, MA 02138

Robert H. Tai

Curry School of Education, University of Virginia, Charlottesville, VA 22904-4273

J. Chem. Educ., 2007, 84 (6), p 1040

DOI: 10.1021/ed084p1040

Publication Date (Web): June 1, 2007

Abstract

This large-scale survey study looks for connections between high school chemistry classroom instructional practices and the performance of these students in introductory college chemistry. Based on survey data collected from over 3000 students in 31 different colleges and universities, the results indicate that students who reported higher frequencies of high school chemistry experiences such as peer teaching and “everyday” (i.e., common) examples, on the average, earned higher college grades. However, students who reported higher frequencies of demonstrations and individual work among other indicators, on the average, earned lower grades. Overall, the results suggest that peer engagement in high school chemistry may be associated with success in college chemistry.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Collaborative / Cooperative Learning

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Factors Influencing Student Prerequisite Preparation for and Subsequent Performance in College Chemistry Two: A Statistical Investigation
David C. Easter
Journal of Chemical Education2010 87 (5), 535-540
- Factors Influencing Student Prerequisite Preparation for and Subsequent Performance in College Chemistry Two: A Statistical Investigation
  David C. Easter
  Journal of Chemical Education2010 87 (5), 535-540
  For students entering Chemistry Two following a Chemistry One course, an assessment exam was given and the results were evaluated in combination with other variables to develop a predictive model that forecasts student achievement in the course. Variables ...
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