FURTHER STUDIES ON SECTIONING IN GENERAL CHEMISTRY * MAUDEB. SCOFIELD, SYRACUSE UNIVERSITY,SYEACuSE, NEW YORK
General Chemistry at Syracuse University is divided into two courses: one for those who have studied high-school chemistry and one for those who have not. For the past several years, an attempt has been made'to section, upon the basis of ability, those students who had high-school chemistry. During 1928-29, for the first t i e a similar attempt was made with the other group. Areport of the results of sectioning those who had had high-school chemistry for the year 1926-27 a t Syracuse appeared in THIS JOURNAL.^ The present paper contains data for both groups and shows the relation between individual high-school grades in chemistry, mathematics, physics, respectively, and the final grades in general chemistry for both semesters, covering a period of four years (1925-29). I t also includes data on the relation between individual placement grades and the final grades in each semester, covering a period of three years for those who had had high-school chemistry and two years for those who had not. As the basis for first-semester sectioning, we have used the high-school grades in chemistry, physics, mathematics and the results of a placement test given each September. The grades in the high-school subjects are considered as "high" if the grade is 80 or higher, and considered as "low" if below 80. The only exception is in the case of elementary algebra, in which case 85 is the dividing line. E This report includes data on the results of both semesters; but the discussion has been chiefly con6ned to the results of the first semester because of the obvious importance of this preliminary grouping. Our aim in sectioning has been to group the good students together and at the same time to sort out the poorer ones whose presence tends to lessen teaching efficiency. The semester grade distribution of each group usually follows fairly closely these percentages: the highest 7'%, A; the next 15%, B; the middle 50'%,, C; the next 15%, D; and the lowest 13y0,E and F. The efficiencyof our grouping has been judged by tabulating for each group the percentage of A and B final semester grades, particularly A's, and also the percentage of D's, E's, and F's, especially E's and F's. The E's and F's are mentioned together since our tendency during the last few years has been to eliminate the E grades in general chemistry. Our
* Presented before the Division of Chemical Education at the 77th meeting of the American Chemical Sodety at Columbus, Ohio, April 30, 1929. 14, 1168-75 (Sept.,1927). 117
118
JOURNAL OF CHEMICAL EDUCATION
JANUARY, 1930
experience has been that a very high percentage of E grades lapse into failures. We have found that only the very highest and the very lowest grades are of much value in sectioning since the performance of the middle class follows fairly closely the normal curve. Table I is a comparison of the high-school grades in mathematics and the final grades for each semester of general chemistry for the group which had had high-school chemistry. The data cover the results of the past four years (1925-29) and include nearly 1000 individuals. Considering the first semester only, of the group who were "high" in high-school mathematTABLEI DATACOVEEING TRE RESULTS OP FOURYEARSON THE RELATION BETWEEN GEADES HIGH-SCHOOL Mathematics AND TEE GRADE IN EACHSEMESTER OP GENERAL Cnemsm C H ~ ~ S Tron R YTnoss WHOHave Had HIGE-S&oo~
IN
H.-S.grades in math.
A
Grade in first semester General Chemistry B C D & P Drop
All Math. grades80 or above 42 Part of H.3. Math. grades 80 or 32 above All H.-S. Math. gradesless than80 3
46
52
15
0
5
2
162
95 29
236 103
107 87
0 1
61 53
17 9
548 285
995
Grade in second semester General Chemistty
XI.-S. grade. in math.
A
B
C
D
E
Did not Failed Drop register 1st 1st 2nd P Drop semester sementersemerfer
All H . 4 . Math. grades 80 or above 35 45 36 23* 0 5 0 Part of H.-S. Math. grades 80 36 77 177 106 1 43 6 or above All H.S. Math. grades less 3 22 79 65 0 38 5 than 80
5
2
11
162
61
17
24
548
53
9
11
285
995
ics: 26y0 received A in first semester of general chemistry; 54.3% received A or B; 3% received F; 12.3% received D, E, or F. Six per cent of this group received F either the first or the second semester. Considering the first semester, of the group which was rated as "low" in high-school mathematics: 1% received A; 11.2y0 received A or B; 18.5y0 received F; 49.4y0 received D, E, or F. Thirty-two per cent of this group received F either the first or the second semester. Table I1 shows that of the students rated as "high in high-school chemistry: 15.3% received A in first semester of general chemistry; 38% received A or B; 7% received F; 22V0 received D, E, or F. Twelve per cent of this group received F either the first or the second semester.
VOL.7, NO.1
SECTIONING I N GENERAL CHEMISTRY
119
TABLE I1 DATACOVERING THE RESULTS OF FOUR YEARSON THE RELATION BETWEENGRADES I N HIGH-SCHOOL Chemistry AND TAE GRADEI N EACH S E ~ S T OP E RGENERAL CZIEMISTRY POR THOSE WHOH u e Had HIGH-Scnoo~ CHEMISTRY
H.-S. grades in Chem. H.-S. Chem. grade 80 or above H.-S. Chem. grade less than 80
Grade in fust semester General Chemistry E F Drop C D B
A
67 8
99 64
162
65
0
31
13
204
121
1
80
18
437 496
-
933 Gmde in second semester General Chemistry
D E F H.-S.grades in Chem. A B C H.3. Chem. grade 80 or above 62 90 126 72 0 22
Did not Pailed Drop register Istsemes- 1st 2nd Drop ter semester semester
1
31
13
20
437
Of those who were rated as "low" in high-school chemistry: 1.6% received A in the first semester of general chemistry; 14.5y0received A or B; 16% received F; 40.7% received D, E, or F. Twenty-six and six-tenths per cent of this group received F either the first or the second semester. Table I11 includes those who had had high-school chemistry and shows that of those who were rated as "high" in high-school physics: 17.5y0 received A in the first semester of general chemistry; 41.4y0 received A or B; 4.8y0 received F; 21.2y0 received D, E, or F. Ten and four-tenths per cent of this group received F either the first or the second semester. TABLE IIP DATACOVERING THE RESDLTS OF IN
ME YEARS ON THE RELATION BETWEEN GWES
HIGHSCHOO~ Physics AND TEE GRADEIN EACH SEXESTER OB GENEWC K E ~ S T R Y FOR THOSE WHOHave Had HIGH-SCHOOL CHEMISTRY
H.S. grades in Physics H.-S. Physicsgrade80orabove H.-S. Physics grade less than 80
Grade in first semester General Chemistry C D E F Drop B
A
47
8
64 43
92 110
44
75
0 0
13 32
8
268
' 8
276
544
Grade in second semester General Chemistry Sailed 1st semes-
H-S. . m d e , in Phvder A B C D E P Drop t e r H.6. Physicsgrade80or above 45 47 79 42 1 15 3 13 H.3. Phyricsgradelessthan 80 6 38 80 65 0 31 4 32
not Drop register 1rt 2nd semester semester
8 8
15 12
268 276
-
514
Of those who were rated as "low" in high-school physics: 2.9y0 received A in the first scmestcr of general chemistry; 18.5% received A or
JOURNAL OF CHEMICAL EDUCATION
120
JANUARY, 1930
B; 11.5% received F; 38.7% received D,E, or F. Twenty-two and eighttenths per cent received F either the first or the second semester. Table I V includes those who had had high-school chemistry and shows that of those who were rated as "high in high-school chemistry and in highschool mathematics courses: 33.6% received A in the first semester of general chemistry; 62% received A or B; 1.8% received F; 8.8% received D, E, or F. Three and five-tenths per cent of this group received Feither the first or the second semester. TABLEIV DATACOVERING m RESULTSon Form YEARSON TKE RELATION BETWEEN GRADES IN HIGH-Smoo~ Chemistry AND Mathematics AND TFIE GRADEIN EAm S E ~ S T E R POR THOSE WROHave Had H I G R S ~ O O M L ~STRY GENEW CHEMISTRY Grade in first semester General Chemistry A B C D E F Drop
H.3. grades in Chem. and Math.
H.4. Chem. wade and all of H.3. Math. mades 80 . or above 38 32 32 8 H.3. Chem. grade 80 or above and part of H.4. Math. grades 80 or above 27 57 101 39 H.3. Chem. grade below 80 and part of H.-S. Math. 4 36 117 56 grades 80 or above H A . Chem. grade and all of H.-S. Math. grades less than 80 2 17 fi6 60
0
2 1 113
0 22 8 254 0 35 8 256 1 40 6 192
815
Grade in re"Or2dsemester Genera1 Chemistry
H.3. grades in Chcm. and Math.
A
B
C
D
C
H.4. Chem. grade and all of H.3. Math. grades 80 or above 33 30 24 14 H.4. Chem. grade 80 or above and part of H.3. Math. 28 50 77 44 grades 80 or above H.-S. Chem. grade below 80 and part of H.3. Math. grades 80 or above 6 25 88 53 H.3. Chem. grade and dl of H.3. Math. grades less than 80 2 12 51 42
Psiled
Did not
1st
register
Drop semes1st
2nd
E
P Drop
0
2 0
2
1
7
113
0 14 1
22
8
10
254
0 23 5
35
8
13
256
0 26 5
40
6
8
ter
semester semester
192
815
Of those who were rated as "low" in high-school chemistry and in highschool mathematics: ly0received A in the first semester of general chemistry; 10% received A or B; 20.9'% received F; 52.6% received D,E, or F. Thirty-four and three-tenths per cent of this group received F either the first or the second semester.
VOL. 7, No. 1
SECTIONING IN GENERAL CHEMISTRY
,121
Table V includes those who had not had high-school chemistry and shows that of those who were rated as "high" in high-school mathematics: 16.5% received A in the first semester of general chemistry; 41.2% received A or B; 6.6% received E or F; 17% received D, E, or F. Nine and threetenths per cent of this group received F either the first or the second semester. TABLE V DATACOVERING THE RESULTS OF POUR YEARSON THE RELATION BETWEEN GRADES IN HIGH-SCHOOL Mathemtics AND TEE GRADE IN EA- SEMESTER GENEW C ~ M ISTRY FOR THOSE WHOHave Not Had CREMISTRX Grade in Erst semester General Chemistry B C D E F Drop
H -S wades in Math.
A
A11H.-S.Math. grades80orabove Part of H.3. Math. grades 80 or
30
45
71
19
1
11
5
182
29
112
270
124
11
59
27
632
above
All H.-S. Math. grades less than
~ r a d in e second nemeaer ~ e n - 1 chemistry
Did not Droo reeistu semer let' ind P Drop ter semester semester Failed 1st
H.-S.gradesin Math.
A
B
C
D
E
AIL H.-S. Math. grades 80 or above Part of H.4. Math. grades 80 or above All H.-S. Math. grades less than 80
Of those rated as "low" in high-school mathematics: 2.3y0 received A in the first semester of general chemistry; 11.370 received A or B; 24.1% received E or F; 43% received D, E, or F. Twenty-eight and two-tenths per cent of this group received F either the first or the second semester. Table VI includes those who had not had high-school chemistry. It shows that of those rated as "high" in high-school physics: 11.7% received A in the first semester of general chemistry; 34.7y0 received A or B; 7.3% received E or F; 22.4Y0 received D, E, or F. Ten per cent of this group received F either the first or the second semester. Of those rated as "low" in high-school physics: 2% received A in the first semester of general chemistry; 17.7y0 received A or B; 13'% received E or F; 33.7Vo received D, E, or F. Seventeen and seven-tenths per cent of this group received F either the first ar the second semester. Table VII includes those who had not had high-schwl chemistry. It shows that of those rated as "high" in high-school physics and in high-
122
JOURNAL OF CHEMICAL EDUCATION
JANUARY, 1930
TABLBVl DATACOVERING TRE RESULTS OR FOUR YEARSON THe RELATION BETWEEN GRADES IN HIGH-SCHOOL Physics m THE GRADE w EACHS E ~ S T EOF R GENERAL CHEMISTRY FOR THOSE WHO Have Not Had CHEMISTRY Grades in 6rst semester General Chemistry C D E F Drop
A
B
H.4. grade in Physics 80 or above 35 H.-S. gradeinphysicsless than80 7
69 54
H . 3 m d e s in Physics
119 156
45 71
5 5
17 40
9 11
299 344
643
Grade in second semester Geoval Chemistry Failed 1st
H . 4 . grades in Physics
A
B
C
D
E
Drop
Did npt
reg1stcr
semeo- 1st 2nd F Drop ter semester semester
H.-S. grade in Physics 80 or above 33 69 94 46 2 13 6 H:S. grade in Physics less than 80 13 35 123 75 I 21 8
17
9
10
299
40
11
17
344 -
643 TABLEVII DATAC O V E R ~ TG m RESULTS OF FOURYEARSON 'rm REGATION B E ~ E N GRADES m HIGR-SCHOOL Physics AND Mathematics m o THE GRADEIN EACHSEMSTEER CHEMISTRY GENERALC ~ M I S T RPOR T TXOSEWHOHame Not Had HIGH-SCHOOL H . 3 . grades in Phynia and Math.
Grade in first semester General Chemistry A B C D E F Drop
H.-S. Physics grade and all H.-S. Math. grades 80 or above 17 19 29 7 H.-S. Physics grade 80 or above and part of H.4. 17 44 64 28 Math. grades 80 or above H.-S. Physics grade below 80 and part of H.4. q t h . 4 33 91 42 grades 80 or above H.-S. Physics grade and all of H.-S. Math. grades 2 14 51 27 less than 80
1
3 0
4
6 9 172
76
1 21 8 200 4
18 2 118
566
H . 3 gradesin Phyricn and Math.
A
Grade in second semester General Chemistry Did Failed not 1st Drop register aemer 1st 2nd B C D E F Drop ter semester semester
H.-S. Physics arade and all H.-S. . Math. grades 80 or above 15 23 17 12 H.-S. Physics grade 80 or above and part of H.-S. Math. grades 80 or above 17 42 54 25 Physics grade below 80 and part of H.-S. Math. grades 80 or above 5 22 71 45 H A . Physics grade and all of H.3. 4 9 39 28 Math. grades less than 80
0 3 3
3
0
0
76
2 9 2
6
9
6
172
1 8 8 21
8
11
200
0 13 0 18
2
5
118
566
VOL. 7, No. 1
SECTIONING IN GENERAL CHEMISTRY
123
school mathematics: 22.3% received A in the first semester of general chemistry; 47.3Y0 received A or B ; 5.2Yo received E or F; 14.5y0 received D, E, or F. Seven and eight-tenths per cent of this group received F either the first or the second semester. Of those rated as "low" in high-school physics and in high-school mathematics: 1.7%received A in the first semester of general chemistry; 13.5% received A or B ; 18.6% received E or F; 41.5% received D, E, or F. Twenty-six and two-tenths per cent of this group received F either the first or the second semester. Table VIII indicates that, regardless of whether a student ever had highschool chemistry, of those who rated as "high" in high-school mathematics: 21% received A in the first semester of general chemistry; 47.3y0 received A or B ; 5y0 received E or F; 14.8y0received D, E, or F. Seven and eighttenths per cent of this group received F either the first or the second semester. TABLE VIII DATACOVERING THE RESULTS O*FOURYEARSON 'IRE RELATION BETWEEN GUDES IN HIOX-Smoo~ Mathemalics AND THE GRADErn EACH SEMESTER GENERAL CEEMISTRY I~nrmrrrcTROSEW=o Hame Had AND THOSE WEO Hame Not Had H~on-Smoo~ C~MISTRY gradesin Math.
A
All H.4. Math. grades 80 or above Part of HA. Math. grades 80 or above All H.4. Math. grades less than 80
Grade in first semester General Chemistry B C D E P Drop
72 91 123 34 1 16 7 344 61 207 506 231 11 120 44 1180 11 60 250 152 13 124 19 629 2153 C
Grade in second .emester General Chemirtrr
Did not Drop register 1st 1st 2nd Drop semester semester semester
Failed
H.-S. gradesin Math.
A
B
C
D
E
F
All H.-S. Math. grades 80 or above 62 90 92 46 1 11 3 Part of H.-S. Math. 71 173 390 231 5 78 18 grades 80 or above All H.-S. Math. grades 12 43 193 133 1 64 10 less than 80
16
7
16
344
120
44
50
1180
124
19
30
-
629
2153
Of those rated as "low" in high-school mathematics: 1.7Yo received A; 11.3% received A or B ; 21.8y0 received E or F; 45.9% received D, E, or F. Twenty-nine and eight-tenths per cent of this group received F either the first or the second semester. It seems that high-school grades in mathematics would have served as a fairly good guide in sectioning both those who had and those who had not studied chemistry before. Tables I and V show that the mathematics
124
JOURNAL OF
CHEMICAL EDUCATION
JANUARY, 1930
grades for those who had had chemistry would have been a slightly better guide than for those who had not had chemistry. It also seems that the high-school physics grades were not as reliable a guide for either group as were the high-school mathematics grades. Highschool chemistry grades were not as reliable as high-school mathematics grades. It might well be argued that the mathematics grades ought to serve as better guides than those in physics or chemistry since the mathematics grades represent several courses and examinations instead of a single one. The combmation of high-school chemistry and mathematics grades served distinctly better than high-school mathematics grades alone in finding the good students among those who had had chemistry. However, this combination was only slightly, if any, better than high-school mathematics grades alone in finding the poor student. Concerning the group which had not studied chemistry, similar statements may be made regarding the combination of high-school physics and mathematics grades. The collection of the high-school grades of each student in a large course a t the outset of the course cannot help but be tedious. For this reason, we have attempted to develop a placement test as a guide in sectioning. For the past three years such a test has been given to those who had highschool chemistry and for the past two years to those who had not had chemistry. The tests given to both groups have been identical but the students of each group are rated separately. In each case, the highest 10% are arbitrarily rated as A; the next 15y0, B; the next 50y0, C; the next 15%, D; and the lowest lo%, F. It mfght be of interest to mention that the highest raw score on the placement test this last fall was made by a student who had never had chemistry. Each year, each question is judged by its individual ability to predict performance in chemistry. Only those questions survive which evidently have value. For sectioning, we usually consider only the top and bottom quarter in the placement test. Table I X includes those who had had high-school chemistry. Of the top quarter in our placement test (i.e., those who made A or B in it) ; 18.8% received A in the first semester of general chemistry; 48.7y0 received A or B; 5.2% received E or F; 16.7% received D, E, or F. Eight and threetenths per cent of this group received F either the first or the second semester. Of those who were in the bottom quarter in our placement test (i. e., those who made D or F i n it): 0% received A in the first semester of general chemistry; 4.7y0 received B; 34.3Yo received E or F; 63.5% received D, E, or F. Forty-six and eight-tenths per cent of this group received F either the first or the second semester.
VOL.7, No. 1
SECTIONING IN GENERAL CHEMISTRY
125
TABLEIX DATACOVERING THE RESULTS O F THREEYEARSON THE RELATION BETWEEN GRADES IN OUR Placement Test AND TEE GRADE IN EACK SEMESTER OF GENERAL CHEMISTRY aon THOSEWHOHave Had HrcnScnooL CWMISTRY Grade in first semester General Chemistry
Grade in phrrmenf
test
A
B
C
D
E
F
Drop
A B C
20 16 23 0 0
28 29 75 9 0
22 43 185 42 15
8 14
0 0 0 0 0
2 8 34 34 32
0 1 5 2 2
D F
80 30 26
Grade in reeond semester General ChemisVy Failed Drop Grade in placement test
A B C
A
D F
D
E
F
5 22 84 23 14
0 0 2 0 0
1 5 43 12 12
C
B
1 9 2 5 2 3 17 18 32 17 58 129 3 9 27 0 1 12
80 111 402 117 75 785 Did not
.1st 1st regtster semea- semea- 2nd Drop ter ter semester
2 8 34 34 32
1 1 3 1 0
0 1 5 2 2
4 7 27 6 2
80 111 402 117 75
785
TABLEX DATACOVERING TEIE RESULTS O F TWOYEARSON THE RELATION BETWEEN GRADES IN o m Placement Test AND THE GRADE IN EACH SEMESTER GENERAL CKEMISTRY FOR THOSE WHOHame Not I h d HIGH-SCHOOL CHEMIS~ E Grade in first semester General Chemistry
Grade in placement tent
A
B
C
D
E
P
Drop
A B C D F
17 13 6 2 0
21 24 43 7 2
22 39 160 47 22
3 10 69 26 15
0 1 4 0 0
0 2 32 12 19
2 5 12 6 5
65 94 326 100 63
648
Grade in second semester General Chemistry
126
JOURNAL OF CHEMICAL EDUCATION
JANUARY, 1930
Table X includes those who had not had high-school chemistry. It shows that of those students who were in the top quarter of our placement test ( A or B): 18.9% received A in the first semester of general chemistry: 47.1% received A or B ; 1.9% received E or F; 10yo received D, E, or F. Three and seven-tenths per cent of this group received F either the first or the second semester. Of those who were in the bottom quarter (D or F ) in the placement test: 1.2% received A in the first semester of general chemistry; 6.7% received A or B ; 19% received E or F; 44.lyO received D, E, or F. Twenty-five and one-tenth per cent of this group received F either the first or the second semester. Good placement grades served equally well to locate good students in both groups but failed to eliminate.as many poor students among those who had chemistry as among those who had not had chemistry. Poor placement grades served very much better-to find poor students in the group which had had chemistry than to find poor students in the other group. Poor placement grades served a little better to eliminate good students among those who had had chemistry than in the other group. In conclusion, we feel that for those who have had high-school chemistry, good grades in high-school mathematics are better than good placement grades to pick good students. But poor placement grades serve distinctly better than poor high-school mathematics grades to pick poor students. The combination of good high-school chemistry and mathematics grades are better than good mathematics grades alone to pick good students. The combmation of poor high-sclfool chemistry and mathematics is only slightly, if any, better than poor mathematics alone and both are distinctly inferior to poor placement grades in finding the poor student. Considering those who have not had chemistry: good placement grades have proved considerably better than good high-school mathematics grades in finding good students. Poor placement grades serve slightly, if any, better than poor mathematics grades to pick poor students. The combination of good high-school physics and mathematics grades is much better than good high-school mathematics grades alone in finding the good student. Good placement grades serve nearly as well as the combination of good high-school physics and mathematics grades in fiuding good students and are a little more successful in eliminating the poor ones.
