Relationships Between Achievement and Selective Variables in a Chemistry Course for Nonmajors
作者： Saouma B. BouJaoude , Frank J. Giuliano
DOI: 10.1111/J.1949-8594.1994.TB15678.X
关键词:
摘要: The main purpose of this study was to investigate the relationships between students' approaches studying, prior knowledge, logical thinking ability, and gender their performance in a nonmajors' college freshman chemistry course. Subjects for were 220 students (128 females 92 males) enrolled second semester course nonmajors at private university New York State. Instruments used included seven subscales Approaches Studying Inventory Test Logical Thinking (TOLT). grades on an hour-long exam early as measures while cumulative final examination scores achievement chemistry. Students had slightly higher reproducing orientation than meaning orientation, pattern that confirms Entwistle Ramsden's (1983) findings with similar group nonmajors. results stepwise multiple regression showed TOLT scores, accounted 32% variance scores.
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