There are numerous influential factors contributing to students’ successful learning in introductory-level chemistry courses. One popularized factor is mathematical preparedness as gauged by a prerequisite mathematics grade or a standardized exam score (cognitive domain). Lesser known factors include students’ attitude toward the subject of chemistry itself (affective domain). Students’ attitude in introductory and general chemistry courses, and in a chemistry course designed for nursing and allied-health students was measured using the Attitude toward the Subject of Chemistry Inventory. Partial least squares structural equation modeling (PLS-SEM) was used to fit the students’ attitude data to theoretically supported hierarchy of attitude effect models and to explore the causal relationships present in the data. Results show a prevalence of a low-involvement hierarchy of attitude effect for the cognitive, affective and conative components of students’ attitude toward chemistry. Switching from a physical textbook to an electronic textbook with its support platform, built-in videos and online homework system had no observable impact on the hierarchy effect measured in introductory chemistry students’ data. Attitudes are learned and attitude data, although broadly applicable, is unique to the student cohort who provide the data. The results to be presented draw attention to the hierarchy of attitude effect as a lens for assessing efforts to fine-tune instructional design and pedagogy for unique student cohorts within an institution.

Hierarchy of attitude effect toward the subject of chemistry in introductory-level college courses

2019 Fall National Meeting

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