What Makes a Grade? Harnessing Demographic and Supportive Factors to Predict General Chemistry I Completion

• Elise M. McCarren ^[2] ; Gretchen M. Adams ^[1] ; Jennifer R. McNeilly ^[2]
  1. [1] Carroll University

     Carroll University

     City of Waukesha, Estados Unidos

     
  2. [2] University of Illinois Urbana−Champaign, United States
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 6, 2024, págs. 2279-2289
• Idioma: inglés
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• Resumen

  • General Chemistry I is a gateway course for first-year undergraduate STEM students. However, many students are underprepared for this course and ultimately do not succeed, despite remediation efforts. Transcript data from an R1 institution show that students who take a fall preparatory course before entering spring General Chemistry I perform better than students who do not take the remedial course. However, of all 4,500 students completing the remedial course between 2017 and 2021, only 64% subsequently completed spring General Chemistry I. Binary logistic regression was used to identify predictors in four areas (remedial course performance, mathematics-related factors, collaborative learning program participation, and demographics) relating to which remedial course students ultimately completed General Chemistry I. Results show that the strongest predictor of successful completion was remedial course grade. Race, first generation status, and concurrent mathematics enrollment were not predictors of completion for students earning similar remedial course grades, although calculus preparation and collaborative learning program participation increased completion probability. Additionally, multiple linear regression was performed to predict remedial course GPA. Race, first generation status, mathematics preparation, concurrent mathematics enrollment, and collaborative learning program participation were significant predictors of remedial course GPA. Results support the continued use of collaborative learning programs to close demographic gaps in course performance and show that students who were unprepared for calculus performed significantly worse in chemistry if concurrently taking remedial mathematics versus no math course. Outcomes suggest that time and content demands of remedial mathematics courses without deliberate chemistry curricular connections may negatively impact student chemistry performance.