Donald J. Bettinger and Howard L. Haight Ohio Northern University Ada. Ohio 45810
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A Pre-Introductory College Chemistry Refresher Course
After a total collective experience of about four decades in teaching introductory chemistry, we have become increasingly aware in recent years of an apparent lack of understanding of chemical fundamentals among students entering the first year course. By this we are referring to such things as knowing basic chemical stoichiometry, modern nomenclature, etc. Ohio Northern University is classified as a medium-selective institution with our students presenting above average ACT and SAT test scores. Practically all have had three years of high school mathematics, a year of high school biology, and a year of high school chemistry. We observed that as a result of the weaknesses in chemical fundamentals many students were by the fust test (after about three or four weeks) almost in a panic staw. The results on the test were very poor and i t took much o? the first quarter to recover. It was concluded that if we could provide a short refresher course in chemistry just prior to the beginning of the first quarter we might help our students overcome this problem. We decided to experiment with a short, concentrated, optional, non-graded, refresher course during the week prior to freshman orientation. A four-day course was designed consisting of two three-hour sessions each day. Each session involved one hour of lecture and two hours of drill. Class size was k e ~int the 1 6 2 0 student ranee so that durine the drill session a t t h e blackboard there wassignificant ingvidual studentfaculty interaction. The following is a list of the topics we included 1) Symbols, hinary compound formulas, polyatomic ions, formulas
of compounds containing polyatomic ions (In each case the correct names, spelling and pronunciation were emphasized.) 2) The Periodic Table (compositionand determination of oxidation states of typical elements and selected transition elements) 3) Mole Concept 4) Dimensional Analysis 5) Simple equations (formula unit versus gross ionic versus net ionic) 6 ) Stoichiometry (relative to formulas, equations and including molarity concept) A test over the above topics was administered a t the beginnine of the refresher course and a corn~arabletest a t the &npl&ion of the cnurse. The maximum scdre on each test was 33 points. The averaee score on the initial test was 6.3 out of 33 k d on the final tert was 20.7 out of 33. The average student more than t r i ~ l e dhis or her score. 'I'he results of an anonymous survey taken at the end of the refresher course showed 7 3 of 74 students checkinr "of rreat value to me7'from choices (1) of great value (2) of somevalue (3) can't decide (4) of little value (5) of no value. In this survey,
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for each of ten topics listed, students were also asked to respond for each to the question, "How much do you think your understanding of each topic was increased through participation in this refresher course?". Of the responses (1) not a t all (2) a little (3) significant (4) very much, in every case the sum of (3) and (4) was a t least 90% of the total. Also, in no case was the response "very much" checked by less than 50%and in three cases it was checked by over 75% of the students. At the conclusion of the first quarter of the first year chemistw course another anonvmous survev was taken which includedihe question, "Now that you have cknpleted the first quarter do you feel that the Chemistry refresher course you took prioito beginning the quarter was worthwhile for you to have attended?". Of the responses (1) of no value (2) of little value (3) of some value (4) of great value, all responses were checked (3) or (4) with nearlv two-thirds indicatine (4) of ereat value. T o additionallv illustrate student reaction. the followine selected comments were received on the anonymous survey taken at the runclusion of the first quarter
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1) I was jolted back into the swing of studying. 2) It gave me a more optimistic attitude. 3) The refresher course went over the concepts which I had not
had since mv iunior vear in hieh school. It alsooriented me to the un~vrrsii;and &I me hack i n r l l ~rudyingwithout having to worry alwut grades. 4 1 Without the refresher rwrrre I would have been out d x~.houl in three weeks. 5 ) If I had not had the refresher course I might have eiven up after . the first test. 6 ) 1 probably would have failed the first quarter if 1 hadn't taken the refresher course. 71 I.rarning to use dirnensitmal nnnlysis and the drilling at the Ihckhmrd helped a yrrat deal. 81 it mught me how to rakr g o d nutw and helped rnr grt used to college ways. 9) The course helped me so that I did not have to panic during my first month here. 10) This refresher course boosted my confidence enormously. ~~
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As the data and the quotes indicate, the students not only found the refresher course worth their investment of time and money hut it did help eliminate the panic problem in the first quarter which we set out to overcome. Improved performance certainlv resulted. but a better understandine of what collew work required and consequently a better attitude towa;d colleee studies was evident. he experiment was sufficiently successful that the program - will be continued and leaves have been "eranted to eive us time to write a booklet covering the material used in this pre-introductory college chemistry refresher course.
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Volume 54. Number 12, December 1977 / 729
