Norman W. Hunter Western Kentucky Unlverslty Bowling Green, 42101
A Chemistry Prep Course that Seems to Work
The Department of Chemistry a t Western Kentucky University has been concerned for a number of years about the problem of what to do to help the underprepared student. The deficiencies that we encounter match very closely those enumerated by Kotnik? Primarily they are: poor math preparatio~;poor high school chemistry preparation; poor reading ahility; and poor self image. In an effort to determine if success could be predicted, the department has for a number of years administered the Toledo Exam on the first dav of classes to all students enrolled in Chemistry 120, t h e first course in chemistry for science majors and minors. The Toledo Exam scores have then been compared to the course grade. Our data indicate that if a student scores 40 or lower on the Toledo Exam, the chances of receiving a D or F grade in Chemistry 120 are about two out of three. A Toledo Exam score above 40 indicates a chance of a C grade or better to be three out of four. Several other factors have also been investigated. Students who have received a D or F grade in Chemistry 120, and then repeated the course, by and large got another D or F. It would seem that the deficiencies that existed before the student took Chemistry 120, are still there after completing the course. Those students who have taken additional math as a suggested method of preparing for Chemistry 120, still have not fared well. This suggests that perhaps what is needed. are chemistry and math concepts presented together as a ~ossiblereparation for Chemistry 120. After ievikwing the above factors, it was decided to offer on a trial basis a new course, Chemistry 118, to prepare students for Chemistry 120. During the Fall Semester of 1973 two sections of Chemistry 118 were offered. Those students who enrolled were given the Toledo Exam, and a t the conclusion of the semester, the Toledo Exam was given again as part of the final exam. A total of 51 students increased their scores, while six scored lower on the second tw. The median eain in individual gain being score was 18 points, with the 43 points. The median decrease was three points, the greatest individual decrease being five points. Near the end of the s.~ r i -n gsemester. 1974, a survey was carried out involving those students in Chemistry 120 who had completed Chemistry 118. The survey revealed that of the 60 students who had completed Chemistry 118,12 had not enrolled for Chemistry 120. Of the 12, seven failed to score ahove 40 on the second try on the Toledo Exam. A further check showed that of these 12, two elected to repeat Chemistry 118, one student elected t o take another math course for even more preparation, and several planned to enroll for Chemistry 120 a t a future time. The students completing the survey were asked to rate the degree of helpfulness of each topic in preparing them for Chemistry 120. The results appear in Table 1. On a scale of 4.0, very helpful, to 0.0, waste of time, the overall evaluation of the total Chemistry 118 program was marked as 3.2, between helpful and very helpful. Final grades received in Chemistry 120 by the former Chemistrv 118 students Drove very interesting.and are presented in- able 2. If the initial Toledo Exam score is used as the basis of
Table 1.
Student Opinion on
Helpfulnenof Topic
Percenf Marking Degree of Help Extremely Somewhat Not Helpful Helpful Helpful
50
45
5
68
3 13 21
41 76
29 45 26 57 21
45 79
42 18
13
42
34
24
47
45
42 53
Table 2.
Standard Exponential Numbers Significant Numbers Dimensional (unit) nnalvrir Slide Rule B B S ~ CTerminology Symbol$, Namesof Elements Atomic Structure Mole Concept, including Avogadlo's Number Chemical Bonding Formula writlng. Namlng
2
3 3
Toledo Exam Scorer versus Final Grade in Chemistry 120 GradelNumber of Students
Toledo Exem Scorer
a.
Topic
> 40 40 > 40
<
