The intent of this study is to identify academically at-risk students in first semester general chemistry using affective characteristics via cluster analysis. Through the clustering of six pre-selected affective variables, three distinct affective groups: low (at-risk), medium, and high, were identified. Students in the low affective group reported lower scores on intellectual accessibility, emotional satisfaction, math self-concept, chemistry self-concept, self-efficacy, and a higher score on test-anxiety. Significant differences were found on exam performance between the high and low affective groups with the high affective group performing significantly better than the low affective group.  Further differences were found between the high and low affective groups in terms of their motivation, metacognitive self-regulation, learning and studying strategies. Our findings provide instructors an efficient way of identifying and reaching out to at-risk students early in the semester as well as gaining a better understanding of the affective profile found in general chemistry.

Clustering of affective characteristics to identify at-risk students in first semester general chemistry

247th National Meeting (2014)

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