An Expert Performance Approach to Examining Factors Contributing to Academic Success in Organic Chemistry
Successful completion of the introductory course in organic chemistry is a prerequisite for many graduate and professional science programs, yet the failure rate for this course is notoriously high. To date, there have been few studies examining factors contributing to academic success in organic ch...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-2761 |
| Summary: | Successful completion of the introductory course in organic chemistry is a prerequisite for many graduate and professional science programs, yet the failure rate for this course is notoriously high. To date, there have been few studies examining factors contributing to academic success in organic chemistry. This study demonstrates that the online, longitudinal methods used by investigations of expert performance can examine and successfully identify factors contributing to academic success at the college level. Sixty-four students enrolled in introductory organic chemistry during the Fall 2007 and Spring 2008 semesters completed motivation questionnaires, interviews, diaries, and think-aloud reading and problem-solving tasks at three different points across a semester. Measures of spatial ability, general ability, and background preparation were also collected. Each measure was analyzed to determine significant differences between groups differing in grade-point average (GPA) prior to the start of the course and to identify predictors of organic chemistry grade. Variables measuring background preparation, problem-solving strategies and studying strategies were found to be the best predictors of academic success in organic chemistry. Implications for instruction in organic chemistry and effective studying behaviors are discussed. === A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Summer Semester, 2008. === July 2, 2008. === expert performance, deliberate practice, academic success, self-regulated learning, college student, studying === Includes bibliographical references. === K. Anders Ericsson, Professor Directing Dissertation; Ken Goldsby, Outside Committee Member; Colleen Kelley, Committee Member; Neil Charness, Committee Member; E. Ashby Plant, Committee Member. |
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