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Factors that Contribute to Organic Chemistry Performance

Abstract Guided by cognitive, socio-cognitive, and socio-cultural learning theories, large-scale studies over multiple semesters, multiple instructors and at two different institutions have been performed in order to understand the factors that contribute to student performance in general organic chemistry. Students’ cognitive abilities were assessed in a new way based on a categorization of problem types in a standard organic chemistry curriculum. Problem types that required higher cognitive load were found to be more predictive of overall course performance. However, student performance on high cognitive load problems was different when compared in terms of non-cognitive factors, e.g. whether they were pre-health students or not. These results sug... (more)
Created Date 2018
Contributor Austin, Ara (Author) / Gould, Ian R. (Advisor) / Atkinson, Robert K. (Committee member) / Williams, Peter (Committee member) / Arizona State University (Publisher)
Subject Chemistry / Education / College / Cultural Capital / Gender / Motivation / Organic Chemistry / Self-Efficacy
Type Doctoral Dissertation
Extent 257 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Chemistry 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis