In an effort to investigate the factors that lead to success in general chemistry, the Math-Up Skills Test (MUST) was used as a diagnostic exam to predict student success in general chemistry. This is a 20-item instrument to measure mathematics fluency, which is done without a calculator with a 15-minute time limit. The MUST has been shown as a valid predictor of successful grades in general chemistry I (grades of A, B, or C). The Common Questions, a set of paired algorithmic and conceptual questions, was used as a reference to test what problem solving skills are analyzed by the MUST. The common questions were drawn from databases that had established statistics, reliability, and validity. Six topics were chosen for the first-semester common questions; the combined gas laws, frequency and wavelength of light, unit conversions, stoichiometry, enthalpy, and limiting reagents. A large amount of data was collected from 1020 general chemistry students from six southwestern universities, including MUST score, demographic questions, and course performance as measured by final exams and course grades. Relationships among the variables were investigated. An interesting finding was the strong relationship between the average course grade and number of common questions answered correctly. The ability to identify at-risk students was analyzed for the MUST and the common questions. It appears that while the MUST is a good predictor of student achievement, there were variances with conceptual questions. Analysis was completed with the use of simple linear regression and with a more complex model developed to incorporate categorical demographic factors into the results. The talk will highlight the differences of the models.

Analyzing mathematics fluency, course averages, and algorithmic and conceptual common question scores: What picture is given by statistical modeling

2019 Spring National Meeting

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