THE L O W STUDENT IN GENERAL COLLEGE CHEMISTRY ROBERT AMBROSE OSBOW,
OREGON
STATEAGRICULTURALCOLLEGE, CORVALLIS, OREGON
The results of a n organized review coursefor students, conditioned i n general college chemistry, from the schools of agriculture, pharmacy, chemical engineering, and mines are given. This low group of students u s approximately sixteen per cent of two hundred students taking the chemistry course. The purpose of the reoiew course and the method of conducting the review are described. Data submitted indicate that: 1. Sixty per cent of the conditioned students enrolled i n the organized reuiew class. 2. Over ninety-$ere per cent of those in the class were successful in the remmal of the conditional grade. 3. Twenty per cent of the students made no attempt to imprme their standing and were failed. 4. The remaining twenty per cent of the students organized and conducted their own review, and of these, afiproximately two-thirds passed the conditional examination. An analysis of the subsequent work of conditioned students who passed the "make-up" examination revealed a quality of work which remained inferior. This p a p s considers the problem of the low student in general college chemistry, giving data relating to an attempt to assist him hy offering thoroughly organized review class work. For a number of years a system of grading was employed a t Oregon State Agricultural College in which a conditional grade of E was given to students who, presumably, were too good to he failed and too poor t o be passed. This grade was converted t o a passing grade of D, or t o an F, or failure based entirely upon the result of a second written examination given a few weeks after the beginning of the next term's work. When such students were re-examined, it was often found that their knowledge of the subject was practically the same as i t had been a t the time the conditional grade was received. These students, being scheduled with regular class work, generally conducted a review which was hurried and poorly organized. As a result, their minds were crammed with confused and undigested facts and principles. Instructors evidently had merely postponed their decisions concerning the students' final grades. I n order t o obviate poorly conducted review on the part of the individual student, arrangements were made and followed for a number of years, in which thoroughly organized review courses were offered, for a small charge, to those choosing to enrol. The real purpose of the review was not merely to give those attending sufficient facts to enable them to pass successfully the "make-up" examination, but rather to ground them 331
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JOURNAL OF CHEMICAL EDUCATION
FEBRUARY, 1931
adequately in the fundamentals and principles of chemistry so that they could, with profit to themselves, pursue subsequent chemistry courses. Should these hopes be realized, i t would be expedient to include in the group some of the better F (failing) students and some low D students. Experienced instructors conducted the review courses. The methods employed were left in their hands. Fifteen to twenty hourly periods were scheduled. Each period covered a definite assignment and was given over to explanation, oral and written recitation, drill a t the board, the answering of questions, and assignment for study. Table I summarizes grades given during one year (1926-1927) to general chemistry students from the schools of agriculture (100 students), pharmacy (77 students), chemical and mining engineering (59 students). It will be observed from Table I that the number of E (conditioned) students averaged sixteen per cent. During the spring quarter the number was considerably lower. TABLE I Grade Summary of General Chemistry College Students Number
% A
%R
%C % D (78-85) (7-77)
(93-100) (86-92)
Fall quarter
236
14.0
16.5
21.6
Winter quarter
188
12.0
18.0
18.0
Spring quarter
153
14.0
24.0
29.0
Average
192
13.3
19.5
22.9
16.5 28.4 19.1 35.6 22.0 30.0 19.2 31.3
%E*
(60-70)
15.7 23.4 9.0 16.0
%P
(0-60)
12.3 16.1 6.4 13.3 3.0 4.0 7.2 11.1
%
DroP
3.4 3.0 0.0 2.1
* A temporary grade changing later to D or F. I t is with this group of students that this paper deals. Table I1 gives data relating to the organized review for the E or conditioned students. It will be observed from Table I1 that approximately sixty per cent of the E students enrolled in the organized review class; that over ninetyfive per cent of those enrolled successfully removed the conditional grade. Of the remaining forty per cent, nearly half conducted their own review and attempted the "make-up" examination. Two-thirds of these students passed the examination, the remaining twenty per cent were failed automatically, since they made no attempt to change their standing. If making a passing grade following the organized review is to be the sole standard for judgment, the plan is an unqualified success. However, we should also consider the snbsequent work of these students in order to determine whether the review courses gave them sufficient assistance to enable them to continue creditably.
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TABLE I1 The Change of the E Grade to Failure or Passing A comparison of those who enrolled in the review class with those who did not. Number of E students Number in review class Number in review class passing examination Number of E students not in review class who attempted examination Number not in review class, passing examination Number not taking review or examination
S ~ r i n gSummars for
Foil
Winlrr
Qumar
Quarter
nuorrrr
Yeor
37 19 18
44
95
27 26
14 9 9
12
9
1
22
8
5
6
8
1 4
14 18
55
53
Table I11 indicates the quality of subsequent work of E to D students. It will be seen from Table I11 that but two students of the first term E to D group made a passing grade of D during the second term. None made a grade of A , B, or C. Certainly, the quality of work of these students leaves much to be desired. I n general, i t appears that a low student in chemistry remains low in spite of all that can be done to assist him. Some may contend that this type of student would better be failed outright: a policy which would lessen the output but increase its quality. TABLE UI Subsequent Work of the E to D Students 2nd QuarIr Work
of Firsl Quartn B la D SiudrnLs
3rd Ounrln Work of Second Quorrcr B la D Sludrnls
Number who enrolled Quality of work: A grades B grades C grades
D grades E grades F grades
After considering these data, the policy of this department changed, and, while the organized review course for E students was continued, the number of students was reduced to a minimum. This was accomplished by failing the more doubtful students a t the close of the quarter, and by allowing low D grades to remain as such. However, subsequent data, not included in this paper, indicate but slight differences from those which have been supplied. Since the fall of 1929, a system of grading has been employed a t this institution which eliminates the E grade, thus terminating our task of providing the organized review course.
Patience is a necessary ingredient of genius.-DISRAELI
