Teachers are expected to create a solid foundation for students as they scientifically explore their world. This research focused on identifying curriculum challenges students encountered in the General Chemistry courses provided at Southern Utah University by doing an evaluation of online homework and test scores. The analysis of the students’ online homework, provided by Sapling Learning during the 2013-14 academic year, qualitatively evaluated obstacles within the course by considering Bloom’s Taxonomy, logical reasoning, and question format. Difficulty was assessed by the correlation made between these qualitative parameters and the students’ performance on questions using a multivariable regression. The same analysis was done on tests given by some of the faculty during the 2012-13 and 2013-14 academic years. The multivariable regression identified statistically significant correlations for some of the components of logical reasoning and question format. These correlations support that it is possible to evaluate not only students understanding of curriculum, but also identify which forms of logical reasoning that hinder students’ success. This provide teachers a means by which they may be able to generate better questions that cater to developmental needs of novice chemist.

Southern Utah University general chemistry case study: Identification of curriculum obstacles

249th National Meeting (2015)

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