In past studies, language comprehension and relevant prior knowledge in chemistry have been shown to be predictors of student success in introductory chemistry courses. Additional studies have demonstrated the use of testing as a means to help students who measure low on measures of comprehension improve performance on assessments. This work focuses on the potential benefits of testing in an introductory chemistry course for two question types: multiple choice and elaborative interrogation (�why� questions). In this within-subjects design, data was modeled with a series of multilevel models, which account for the lack of independence between multiple measures of each student. This talk will focus on a discussion of repeated testing as an intervention for students of poor language comprehension as well as the use of multilevel modeling for within-subjects research designs in chemistry education.

Using multilevel models to determine the effect of question type in a multiple quizzing intervention strategy

245th National Meeting (2013)

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