AN ANALYSIS OF FRESHMAN COLLEGE CHEMISTRY GRADES WITH REFERENCE TO PREVIOUS STUDY OF CHEMISTRY GEORGE A. HBRRMANN. MARQUETTE
UNIVERSITY,
MILWAUKEE. WISCONSIN
The study of high-school chemistry i s presumed to be a n asset to the college chemistry student. The object of this discussion i s to point out the relatine records made i n f:eshman college chemistry by students who have had and who have not had high-school chemktry. Five distinct groups have been studied, none of which had been sexregated on the basis of prior chemical training in high school. Due cognizance has been taken of the differences i n numbers of the two classes of students, i n that a factor has been established for each of the five groups. This factor has been ured in the final calculations, which, in turn, have been represented grachEcally i n the form of charts, while a n auerage chart has also been included, all of which are intended to answer the question, "Does the study of hi+ school chemistry influence the student's grade otdained i n collexe chemistry?"
. . . . . . A person can reasonably expect that the student who has had the advantages of a high-school chemistry course should complete the college chemistry course with greater ease and less effortand we can safely predict that such students are very apt to receive a higher grade than a t least most of those students who have not taken chemistry in high school. As a rule, this is the case, and yet there are exceptions, since there will always he high-school graduates who will do mediocre work in college chemistry in spite of the fact that an excellent high-school course was presented to them, just as we shall alwaysfind a certain group of high-school graduates, who have not had the advantages of high-school chemistry, doing excellent work in the college course. And yet, is not our belief that high-school chemistry is an asset in the study of college chemistry more or less based upon speculation? We naturally expect this to he the case. But, really, is it? The analysis of various groups of freshman college chemistry students to he presented later will tell an interesting story. It must be borne in mind, however, that when final grades were issued no regard was given to the fact that a student had had, or had not had high-school chemistry. A student's final grade was determined solely on the record that he had made in the college course. In fact, this analysis was made long after the final grades were recorded in the official hooks. General Conditions of Study Some time ago, a questionnaire was prepared and given to the three hundred freshman liberal arts and engineering chemistry students who were in attendance during the second semester of the past year. The 1376
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summary of the answers, among other things, shows that we are teaching a body of students of a wide variety of preliminary training, not only from a geographical viewpoint but from a scholastic standpoint as well. Approximately 73% of the combined classes as they were constituted a t the time that the questionnaire was issued had high-school chemistry, while approximately 27% had no high-school chemistry training. (The proportion for physics, by the way, was slightly higher-80% yes and 20% no.) About 57% of the students had taken both high-school chemistry and physics; 16% had taken chemistry only; 23.5% had taken physics only; while only 3.5% had neither high-school chemistry nor physics. Segregation of the class on the basis of the students' previous training would be advantageous, were it not for the fact that numerous conflicts in schedules would make this arrangement a hopeless impossibility. For this reason, we make no separation and freshmen are given one type of lecture only, regardless of previous high-school training. As it is natural to expect, the majority of the students were residents of the State of Wisconsin, although seventeen other states were represented in the classes canvassed, particularly Michigan, Illinois, Minnesota, and Indiana in the order named. The population of the various cities represented ranged from one hundred inhabitants to three and one-half million. It is interesting to note that 50 yo of the students who have not had high-school chemistry came to us from small cities, having a population range of 100 to 5000. On the other hand, the greater percentage of the students who have had highschool chemistry were graduates of Milwaukee high schools, which might be natural to expect, considering the relatively large numbers of students coming to us from them. The average age of the students in the freshman chemistry class this past year seemed to have been 19.4 years, the youngest of whom was 15 years of age. Reactions of the High-School Chemistry Group Let us next consider that phase of the questionnaire which was answered by the students who had completed a course in high-school chemistry. The question: "What other subjects besides chemistry did your highschool chemistry instructor teach?" indicated that the teacher of highschool chemistry is just as likely to be assigned to teach other subjects in addition to chemistry as not, the proportion being 50% in each case. The teaching of physics, general science, and mathematics was the most prevalent, while the teaching of botany, biology, physiology, physical training and coaching, Latin, Greek, French, English, civics, histdry, bookkeeping, commercial law, and even music engaged at least a part of the attention of 50% of the high-school chemistry teachers.
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I t might seem that some of these points do not pertain to the subject in question; yet they are being introduced at this time merely to emphasize the fact that the students who enter a university are very likely to have been trained along widely divergent lines and under a variegated range of conditions. Only one-half of the students who have had high-school chemistry knew the title and author's name of their high-school chemistry text, which may or may not be indicative of the interest gained and the knowledge acquired in their high-school chemistry course. One student went so far as to say that the cover of the text depicted a number of chemical instruments and was compiled by five authors, while the laboratory manual was written by the same five fellows. Another student claimed that the title of the textbook read "FUNamentals of Chemistry." The number of lectures varied, ranging from none to four per week, lasting from thirty to fifty-five minutes. Of the students, 70% were not required to take lecture notes; 45v0 claimed that the lectures were descriptive; 22% said they were technical; while 33% said they were both descriptive and technical. From one to four recitations were held per week with a varying duration of fifteen to seventy minutes, while from one to two laboratory periods were scheduled each week, lasting from fifty to one hundred thirty minutes. Most of the laboratory reports were written in notebook form, while separate sheets and the use of the manual itself were also popular methods of reporting experiments. Some students were given a short daily written quiz, while others were required to write a quiz. but once in three months. Longer examinations worried some students weekly, while others were immune for a period of three to four months. Outside reading was required in comparatively few cases, covering such phases of chemical work as projects, talks, chemists and their work, book reports, and special topics. Some stated that these assignments were entirely optional and, when done, were performed merely for extra credit. Term papers were required from approximately one-half of the students. In answer to the question regarding the facilities of the high-school chemistry department, particularly the equipment, the library accommodations and the rooms, 34% stated that they were excellent; 46%, good; 18$&,fair; and only 20/,, poor. Lecture demonstrations were used in many cases, to a varying extent. Some teachers seemed to demonstrate everything that was said, while others used this teaching device for the difiicult and dangerous experiments only. Still others claimed that no lecture demonstrations were given whatsoever. Of the students, 56% believed that they were aided in their college
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chemistry after they had completed a high-school course; 21% claimed that they were not, while 23% seemed t o have been aided to a slight extent. Various expletives accompanied the answers to these questions. Many believed that they were helped during the first semester of college work particularly, while others stated that a knowledge of high-school chemistry actually hindered them in their college course. Some blamed themselves and claimed that lack of interest and faulty methods of study rendered the high-school course practically useless in their cases. Quite a few, on the other hand, pointed their finger at their high-school instructor and stated that the teacher and the methods of instruction were poor; that the course was taught in cook-book fashion; that it merely touched the surface; that there was an absence of detail, correlation, and organization; that it was taught too methodically or was not sutliciently clear; that explanations of the theory were entirely lacking; that the course was vague, general, and too complicated for highschool students and not sufficiently thorough; that it was presented too rapidly and that class discipline was very poor. Only 25% of the high-school chemistry group felt that they were influenced in the choice of their life work as a result of having had highschool chemistry. One student, answering this question wrote, "Yes, I decided against chemistry.'' As we might naturally expect, most students (66-'3,) enrolled in highschool chemistry in order to acquire knowledge; 26% because it was required; and the remaining 8% elected this course because they felt they would be entertained. Reactions of the Non-High-School Chemistry Group Let us consider a few reactions from that group of students who have not taken the high-school chemistry course. Of these, 76% stated that they were laboring under disadvantages, and only 24% felt that they encountered little difficulty in their college course. The comments accompanying this answer pointed out particularly that the subject matter and terminology were entirely new-the fundamentals were difficult to assimilate, the college chemistry course required more time and effort as a result, laboratory work was performed rather slowly and previous knowledge would have made college chemistry a great deal easier. One particular student claimed that he studied the subject privately before coming to college and another felt rather fortunate that he had not taken high-school chemistry, stating that his mind was in a more receptive mood and was kept free from confusing statements. In answer to the question: "On the basis of your experiences in chemistry this year, would you take the high-school chemistry course if you
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were able torepeat your high-school work!" Ninety-two per cent answered yes and only 8% answered no. Of the non-high-school chemistry group, 45% did not take high-school chemistry because i t was not offered; 30% preferred other sciences; 22% were not interested a t the time; 3% felt that the course would be too difficult and no one believed that the high-school course was not worthwhile. Compilation of Data Collected For the past few years we have made a careful study of the official chemistry grades issued to freshmen from the standpoint of the students' previous training or lack of training in high-school chemistry. These data have beeu transcribed into the form of graphs, which, I believe, will clearly point out the relationship which exists between the high-school chemistry group and the non-high-school chemistry group. As mentioned before, the student's high-school training in chemistry or the lack of it did not enter into the calculation of his final grade for his college course. His work during the semester in his college course was the deciding factor. Therefore, these data are the result of an impartial investigation, uninfluenced by pre-determined personal convictions in the matter. Eight hundred twenty-six college chemistry students enrolled in three departments (Liberal Arts, Engineering, and Business Administration) in courses taught by various teachers, though essentially covering similar work during the first semester of 1929 and 1930, form the basis of this presentation. The relative numbers of students who have had and those who have not had previous chemical training in high school vary from year to year. In Group I, numbering 88 students, for example, 48 students had highschool chemistry and 40 had no high-school chemistry-a ratio of 1.2 to 1 in favor of the high-school chemistry group. I n Group 11, the relationship is 76 to 57, a factor of 1.3 to 1; in Group 111, the relationship is 135 to 96, a factor of 1.4 to 1; in Group IV, the relationship is 108 to 53, a factor of 2 to 1 ; while in Group V, the relationship is 143 to 70, a factor of 2 to 1. These data give an average relationship of 1.6 to 1 in favor of the group that has had high-school chemistry. I n order to place each class on an equal numerical basis, as far as previons chemistry is concerned, these factors have beeu used in the calculation of the percentages which are shown in the tables and the graphs which are t o follow. The letters A t o F in the tables and charts represent the grades issued. An A designates a grade of 100 to 93'%; B, 92 to 85%; C, 84 to 77%; D, 76 to 70%; E, 69 to 60%; and F, 59to 0%. In a four-credit-hour course, as chemistry, for example, an A merits 12 quality points; B. 8 quality points; C, 4 quality points; while D, though a passing grade,
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1931
carries with it no quality points. An E grade implies that a condition was incurred and the student must write a second final examination after a certain period of time has elapsed. Should he pass this second examination, he is officially credited with a D; should he fail this examination, the E grade automatically becomes an F or a failure. In Table No. 1, the reader will find a composite numerical picture of each group. It includes the numbers of students who have received grades ranging from A to F. These numbers have been calculated to percentages for the respective grades in the five groups represented. This summary, likewise, shows the distribution of the students who have had and who have not had high-school chemistry in each class for the TABLE NO. 2
-
AYEWE8
P
=
SEMESTER
Aad e courae
I
-
in High-SOhool Chemistry
N O z Had No Course In Hlgh-Sehool Fhemirrtrg
ORWP I O R W I1 OROUP- 111 O R W P IV OROUP V
various grades. Furthermore, the method of converting the numbers of these two types of students on an equal numerical basis, by the use of the proper factor is also indicated. In the case of each grade the numbers of students who have not had high-school chemistry is multiplied by the factor of that particular group. The resulting numbers and the corresponding numbers of students in the class who have actually had preliminary training form the basis of the percentage calculatious which are graphically represented in the first five plates which are to follow. These graphs portray the status of five first-semester groups, three of which were in attendance during 1929 and two during 1930. A sixth graph indicates the average of the five groups studied and is a transcription of the summary found in Table No. 2.
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These graphs have been prepared on the basis of the first semester results only, since the data for the second semester would present a distorted and incomplete picture, in that a rather large portion of the poorer students are necessarily eliminated a t the end of the first semester. These graphs will tell the story far more clearly than a long, wordy discussion. The solid black lines in the graphs indicate those students who have had high-school chemistry, while the open double lines FIGURE 1.-GROUPI-SEMESTER 1-1928-29 (with factor) represent the students who have had no high-school chemistry. An explanation of the first chart, serving as a model, will suffice to enable the reader to interpret the graphs for the other groups. It must be remembered that the percentages have been recalculated with the proper factor, so that the number of students who have had high-school chemistry is (with fador) numerically the same (or a t least approximately the same) in each group as the number who have not had such previous training. Figure 1 indicates that in this particular group, which was in attendance during the first semester of 1928-29, 62% of the students who were given an A grade had completed a high-school course in chemisFIGURE 3.-GROUP 111-SEMESTER 1-1928-21 try, while 38y0 had no such (with factor) previous training. In the B grade, the difference becomes still more pronounced, 75% having had the high-school course, while only 25% had not taken this subject in
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high school. In the C grade the two groups practically converge, the relationship being 48 to 52%. In the D grade, however, the conditions reverse themselves r a t h e r sharply, in that over half (59%) of the students who were given a grade of 70 to 76Y0 had no high-school chemistry training, while the remainder (41%) had completed such a course. In the E or condition grade the ratio is 55 to 457& However, in the F or failure group, the curve indicates that 75Y0 of FIGURE 4.-GROUP IV~EMESTER 1-1929-30 (withfactor) the failures had no high-school chemistry, while 25% failed despite the fact that they had completed a course in highschool chemistry. Figure 2 tells a similar story, even though an entirely diferent group is represented. A significant point can be noticed in Figure 3. The reader will observe that all the A students in this group, withFIGURE 5.-GROUPV-SEMESTER 1-1929-30 out exception, strange to say, (withfactor) had taken a high-school course in chemistry. This might exA I B I C I D I E I F I I I I plain the reason for the abnormally close relationship, which exists in the percentages for the other grades in this chart. Figures 4 and 5 are also noteworthy, since the lines of demarcation in these cases are very clearly defined. Figure 6 summarizes the status of the five classes studied and inFIGURE 6.-AVERAGE CHART-5 GROUPS dicates a more representative (with factor) relationship between the highschool and the non-high-schoolchemistry groups than the individual graphs. This figure graphically represents the average percentages tabulated in Table No. 2.
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Summary The graphs herewith presented seem to bear out our presumptions that the study of high-school chemistry is advantageous to the student who enrols in a college chemistry course, a t least in the majority of cases. And yet, we cannot arbitrarily foretell the success of these two classes of students on the basis of previous high-school chemical training alone, since almost invariably a certain number of university freshmen receive an A grade, in spite of the fact that the subject was new to them, not having had a high-school chemistry course, just as we shall always find a certain number of college chemistry students represented in the lower register of the scale, even though they were favored with the advantages of a course in high-school chemistry. Students who elected chemistry in high school may be, in general, more intelligent or more intellectually industrious, or may exhibit greater aptitude for chemistry than those who did not take this course. As a general rule the non-high-school chemistry group must exert itself more energetically in order to merit a high grade in college chemistry. On the other hand, we also find that students who have had a high-school chemistry course are very likely to be imbued with a kind of superiority complex. At least some of them, i t seems, erroneously consider the college course to be merely a repetition of the matter presented in high school. This type of student depends entirely upon acquired knowledge and drifts along nonchalantly until the mid-semester period, when he is suddenly jolted into the realization that he has been idling away his time and that the theoretical discussions have reached a point where they have transcended his intelligence. In other words, there will always he some college students who will do excellent work in spite of the fact that they had no previous high-school chemistry training, just as our classes will always contain students who will do mediocre work, even though their college entrance credit card included a high-school course in chemistry. Be that as it may, these isolated cases are the exceptions rather than the rule. The reader, however, must remember that any conclusions drawn from the study of so small a group over so short a period of time must be tempered by the consideration of the fact that the students who had chemistry in high school were not compared with those who had not, by means of intelligence or aptitude tests. Nevertheless, the graphs presented in this discussion seem to indicate that the acquisition of high-school chemistry is advantageous to the college chemistry student and is very likely to have a bearing upon the grade obtained in the college course.
Be not elated by fortune, be not depressed by adversity.-C~eosu~us
