Can they succeed? Exploring at-risk students' study habits in college general chemistry
Can they succeed? Exploring at-risk students' study habits in college general chemistry
复制标题
他们能成功吗？
DOI：
10.1039/c6rp00101g
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发表时间：
2016
影响因子：
3
通讯作者：
Lewis, Scott
中科院分区：
文献类型：
--
作者：
Ye, Li;Shuniak, Constantine;Oueini, Razanne;Robert, Jenay;Lewis, Scott
一个完善的文献基础确定了一部分学生就读于中学后普通化学作为在失败的基础上传入的指标课程的风险。了解导致这种较高失败率的经验和因素对于提高本课程的保留率至关重要。本研究旨在探讨普通化学高风险学生的学习习惯与学业表现之间的关系。SAT数学成绩最低的四分之一的学生被认为是有风险的学生。普通化学学生的学习习惯，无论是那些被确定为有风险的，那些没有被确定为短信查询测量。短信问：“在过去的48小时里，你有没有学习普通化学I？”“那你是怎么学习的？”一周两次学生对这些信息的反应被用来计算整个学期的学习频率。多元回归分析的结果显示，高频率的学习可以减少高风险学生和非高风险学生在期末考试成绩上的差异。此外，六个有风险的学生的学习质量进行了分析，学生访谈与他们的短信响应。研究结果表明，学习质量与学习频率之间没有必然的联系，学习质量和学习频率都可以对学业成绩产生影响。提出的结果提供了一个路径，为有风险的学生在普通化学和方法的成功提供了一个潜在的途径，为评估未来的努力，以提高学生的成功。
A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship between study habits and academic performance for at-risk students in General Chemistry. Students who were in the bottom quartile of SAT math scores were identified as at-risk students. The study habits of General Chemistry students, both those identified as at-risk and those not identified were measured by text message inquiries. The text message asked ‘‘Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?” twice a week throughout a semester. Student responses to the messages were used to calculate the frequency of studying throughout the term. The results from a multiple regression analysis showed that high frequency of studying could mitigate the difference between at-risk and non-at-risk students on final exam scores. Additionally, the quality of studying for six at-risk students was analyzed by student interviews in concert with their text message responses. The results indicated that the quality of studying is not necessarily linked to frequency of studying and both quality and frequency can play a role in at-risk students' academic performance. The results presented offer a path for at-risk students to succeed in General Chemistry and the methodology presented offers a potential avenue for evaluating future efforts to improve student success.
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