Self-Efficacy and Student Characteristics as Predictors of Success for Supplemental Instruction Programs in Undergraduate Chemistry Education

自我效能感和学生特征作为本科化学教育补充教学计划成功的预测因素

• 批准号: 0941971
• 负责人: Debra Feakes
• 金额: $ 20万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0941971&HistoricalAwards=false
• 关键词: Self; Efficacy; Student; Characteristics; Predictors

Chemistry (12)Intellectual Merit. Supplemental Instruction (SI) has a long history of increasing student success rates in courses traditionally considered some of the most difficult in higher education. Although the success of SI programs nationwide has been lauded in the literature, the questions that remain unanswered are: i) whether the improvement in student success is a result of self-selection rather than the attributes of the SI program itself, ii) whether SI programs are equally successful for all groups of students, and iii) whether participation in SI results in increased success in subsequent courses and retention within STEM majors. Therefore, using an already established SI Program, the specific objectives of this project are to: 1) Determine whether the success of SI programs is a result of self-selection by the students, 2) Evaluate the variables which can be utilized to predict the degree of success of the SI program for a particular student, and 3) Assess the effect of the SI program on student success in subsequent courses offered by the Department of Chemistry and Biochemistry and retention of the students within STEM majors. The first objective is being addressed by the widespread distribution and results analysis of both a general self-efficacy survey and a chemistry self-efficacy survey, which measure a student's perception of his/her ability to achieve a specific learning outcome. General self-efficacy surveys are currently available, and a chemistry self-efficacy survey has been created specifically for use in this investigation. The second objective is being addressed by evaluating the success of the SI program in each of the courses with respect to grade point average, the number of students receiving a grade of D, F, or W in the class (the DFW rate), gender, ethnicity, desired major, mathematics background, SAT or ACT scores, and status as a first-generation student. The third objective is being addressed by a longevity study where the success of each student is tracked through the subsequent chemistry and biochemistry courses and the retention of the students within STEM majors is monitored. Broader Impacts. The state of Texas will, over the next few decades, see tremendous growth in population, and the overall population will be less educated unless current trends are altered. The "Closing the Gaps" initiative, designed to increase the participation rate in higher education, has resulted in large increases in enrollment at Texas State University-San Marcos. Enrollment in lower-division courses within the Department of Chemistry and Biochemistry, a department that already serves a large (~24%) Hispanic population, continues to increase; however, the DFW rate for first generation students in general, and minority students in particular, is alarmingly high. An increase in the success rate of students completing the first two years of the chemistry curriculum will bolster the university's ability to produce an educated population, particularly in the STEM programs. Furthermore, Texas State University-San Marcos educates more K-12 teachers than any other institution in the state of Texas. The future teachers impacted through this project are expected to enhance the educational environment of future generations of STEM students. Dissemination of the results of this research investigation through peer-reviewed publications, presentations at professional meetings, and distribution of the self-efficacy survey will provide an opportunity for institutions nationwide to increase the effectiveness of the use of SI in lower-division chemistry courses.

化学（12）智力优势。补充教学（SI）在提高学生在传统上被认为是高等教育中最难的一些课程的成功率方面有着悠久的历史。尽管全国范围内科学探究项目的成功在文献中得到了赞扬，但仍有一些问题没有得到解答：i)学生成功的提高是否是自我选择的结果，而不是科学探究项目本身的属性；ii)科学探究项目是否对所有学生群体都同样成功；iii)参与科学探究是否会增加后续课程的成功率和STEM专业的保留率。因此，使用一个已经建立的科学探究计划，这个项目的具体目标是：1)确定科学探究计划的成功是否是学生自我选择的结果，2)评估可用于预测特定学生的科学探究计划成功程度的变量，以及3)评估科学探究计划对学生在化学与生物化学系提供的后续课程中的成功以及STEM专业学生的保留的影响。第一个目标是通过对一般自我效能调查和化学自我效能调查的广泛分布和结果分析来解决的，化学自我效能调查测量学生对他/她实现特定学习成果的能力的感知。一般的自我效能调查目前是可用的，化学自我效能调查已经创建了专门用于本调查。第二个目标是通过评估SI项目在每门课程中的成功程度，包括平均成绩、班级中获得D、F或W分的学生人数（DFW率）、性别、种族、理想专业、数学背景、SAT或ACT分数以及作为第一代学生的地位。第三个目标是通过一项长寿研究来实现的，该研究通过随后的化学和生物化学课程跟踪每个学生的成功，并监测学生在STEM专业的保留情况。更广泛的影响。在接下来的几十年里，德克萨斯州的人口将急剧增长，除非目前的趋势得到改变，否则总人口的受教育程度将会降低。旨在提高高等教育参与率的“缩小差距”倡议导致德克萨斯州立大学圣马科斯分校的入学人数大幅增加。化学与生物化学系招收了大量拉美裔学生（约24%），而该系的低学部课程的注册人数继续增加；然而，第一代学生，尤其是少数族裔学生的退学率高得惊人。完成前两年化学课程的学生成功率的提高将增强大学培养受过教育的人口的能力，特别是在STEM课程中。此外，德克萨斯州立大学圣马科斯分校培养的K-12教师比德克萨斯州其他任何一所大学都多。通过该项目影响的未来教师有望改善未来STEM学生的教育环境。通过同行评议的出版物、专业会议上的报告和自我效能调查的分发来传播这项研究的结果，将为全国的机构提供一个机会，以提高在低年级化学课程中使用科学探究法的有效性。