C. B. Mamantov and W. W. Wyatt University of Tennessee Knoxvtlle, 37916
A Study of Factors Related to Success in Nursing Chemistry
The nrediction of success in colleee chemistrv has heen the subject'of a number of studies (1-3).The finiings of these studies frequently are not in agreement, partly because different student populations give different results as to the relative importance of the factors used in predicting success. The student population used in this study consisted of freshman nursing students enrolled in three hospital schools of nursing in Knoxville, Tennessee (East Tennessee Baptist Hospital, Fort Sanders Presbvterian Hospital. and St. Maw's ~ e m o r i a Hospital). l All students enrolied in these nursing programs must c o m ~ l e t ea course in chemistw . tauaht - a t the ilniieraity of ~ e n n e s s e ein Knoxville. This course is specially designed to meet the needs of students in the health ~ n , f r s sions. Two problems were considered: (1) to determine the relationship between selected variables in the student's hackgronnd and success in nursing rhemistrv and (2) mstudv the relationship between the student's performance o n the American Chemical Society Cooperative Examination in Inorganic, Organic and Biological Chemistry-Form 1974 (ACS Exam) and the Chemistry Achievement Examination of the National League for Nursing (NLN Exam). Sample Groups Two groups were used in the study. Group I completed one quarter of chemistry, consisting of approximately 70% of inorganic chemistry and 30% organic chemistry. Groun I1 completed two quarters of chemistry consisting of approximately 40% inorganic, 30% organic, and 30% biological chemistry. All students were enrolled in three-year nursing programs a t the three hospitals identified above. Seiedlon of Variables Six independent variahles were selected as possihle predictors: total points earned in the nursing chemistry course, on the basis of 1000 points, ACT composite score, ACT mathematics score, ACT English score and whether or not the student had had a previous course in chemistry. The dependent variable was the student's score on the NLN Exam.
524 1 Journal of Chemical Education
Procedure Correlation coefficients were calculated between all independent variahles with the dependent variable. Correlation coefficients were also determined for the NLN Exam and the ACS Exam. Multiple correlation techniques were used in analyzing the relationship between the selected independent variahles and the dependent variable. Regression equations were developed for Group I and for Group 11. Findings The correlation coefficients calculated for the partial (Inorganic, Organic and Biochemistry) and total scores on the NLN Exam were all found to be statistically significant.' However, when the means and percentile ranks for these two examinations were examined significant differences were found.2 The following regression equations were developed for Groups I and I1 using those independent variahles found to be the most significant predictors of success. In each case the dependent variable (P) is the predicted score on the NLN Exam. Group I
? = 0.13X1+ 1.91X2- 0.62X3-86.44 where: XI = total points (based on 1000)earned in nursing chemistry X z= ACT composite score XB= ACT mathematics score Group 11-Equation
(I)
9 = O.lOX1 + 0.53X2 - 30.72
'
Carrelation coefficientscalculated for the composite scores on the NLN Exam with the composite scores on the ACS Exam were 0.45 for Group I and 0.68 for Group 11. For example, the percentile rank for the mean of the composite scores for Group I was 05 on the ACS Exam and 32 on the NLN Exam. A similar comparison for Group I1 gave a percentile rank of 30 on the ACS Exam and 54 on the NLN Exam.
where: XI = total uoiots (based on 1000) earned in first quarter nursing chemistry X* = ACT mathematics score Group II-Equation (2) 9 = 0.08X1 0.90X2- 35.04 where: XI = total points (based on 1000) earned in second quarter nursing chemistry Xz = ACT science score
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In a follow-up study done with different groups of nursing students, it was found that these equations could still he used to predict scores on the NLN Exam.8 Discussion
The findings of this study indicate that there are several fadors which may he used as predictors of success in a nursing chemistry course. However, the same factors are not necessarily applicable t o the students in hoth a one- and two-quarter sequence. I t should be noted that the students taking a two-quarter sequence took the standardized examination a t the end of their second quarter in nursing school, where Group I students took the examination a t the end of the first quarter in nursing school. Normal maturation processes should not he overlooked. For Group I, ACT composite score and mathematics scores did have some value for initial success in nursing chemistry. I t should be noted that a previous course in secondary school chemistry was not significantly related t o suc3 Tables giving the multiple correlation data used in developing the regression equations can be found in reference ( 6 ) .
cess in the nursine chemistw course. The aualitv - - of the nrevious chemistry course w& not under consideration cere. Different results might be obtained if this were taken into consideration. The results for G r o u ~Il conflicted somewhat with those for Group I. For the first quarter of the sequence, ACT mathematics score continued to he a signif~cantpredictor of success. In the second quarter, however, which is totally organic and biological chemistry, the ACT science score replaced ACT mathematics score as a significant predictor. hi^ suggests that a high score on the ACT science indicates a eood eeneral backeround in science which should he heluful " in organic and biological chemistry. Since there was significant correlation between scores on the NLN Exam and scores on the ACS Exam, it may be assumed that the ACS Exam could be used as the dependent variable with similar results. However, for the student population used in this study the NLN Exam was a more appropriate standardized examination, since more extensive norms are given for hoth baccalaureate and three year diploma program students. The norms given for the ACS Exam are much more limited a t this time. ~
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Literature Cited (11 Coley,N.R.,J.CHEM.EDUC.5O,p.613(19731. (21 ~d.~.., L,c..muc.pay. A,-.. ~ 5 . 509 ~ . (1975). I31 Longmire. M.I.."Performance af Students in General College Chemistry as Relam to Secandary Sehool Pl.p8ratio" in Chemistry and Other Selected variablel: Dissertation, RutWrs University, 1973. 141 cdfmd,J.P.,md h c h t e r , B.."FwldmntalStatisdolin F's~eholwand Fdueation." 5th ed., MeCraw-Hill Book Co.,New Vork, 1973. pp. 149150, 358375. I51 Nie, N.H.. st al., "Statiatiwl Packae for theSaeialSeiena,"Znded.. MEDraw-Hill Boo* Co.,New York, p. 346. (61 Mamanlov. C. B.. "An Analyak of the Relstiooahip Between Selecfed Variables and Academic Success in Numing Chemistry: Diascmfion, University of Tennesa~e,
1976.
Volume 55. Number 8. August 1978 1 525
