The college chemistry curriculum has an imbedded course sequence (i.e., general chemistry, organic chemistry, biochemistry) that requires a student to obtain a passing grade within a course to move on to the next course; the implication is that the knowledge gained in the lower-level course is necessary for success in higher-level courses. This work employs structural equation modeling to explore the direct, indirect, and total effects of prior performance on future performance along the course sequence. Records of over 7,000 students from a large Southeastern research university who took the first course in the sequence (i.e., general chemistry 1) between Fall 2006 and Spring 2009 were analyzed. Pathway coefficients and effects measures provide a lens from which to consider the interconnectedness of the curricular material within the course sequence.

Student performance along the general chemistry, organic chemistry, biochemistry course sequence

247th National Meeting (2014)

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