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Analysis of first-year college chemi...

Pentecost, Thomas Crawford.

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Analysis of first-year college chemistry students knowledge about and usage of text.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of first-year college chemistry students knowledge about and usage of text./
Author:	Pentecost, Thomas Crawford.
Description:	178 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3999.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110911

Analysis of first-year college chemistry students knowledge about and usage of text.
Pentecost, Thomas Crawford.

Analysis of first-year college chemistry students knowledge about and usage of text. - 178 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3999.

Thesis (Ph.D.)--University of Northern Colorado, 2003.

This study analyzed the usage of textbooks by 58 students in a first-year college chemistry course, the students' approaches to studying, and their knowledge about science reading. Student success in the course was measured by the final exam score.Subjects--Topical Terms:

1017897
Education, Sciences.

Analysis of first-year college chemistry students knowledge about and usage of text.
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035 $a (UnM)AAI3110911
035 $a AAI3110911
040 $a UnM $c UnM
100 1 $a Pentecost, Thomas Crawford. $3 1951682
245 1 0 $a Analysis of first-year college chemistry students knowledge about and usage of text.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 3999.
500 $a Adviser: Loretta Jones.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2003.
520 $a This study analyzed the usage of textbooks by 58 students in a first-year college chemistry course, the students' approaches to studying, and their knowledge about science reading. Student success in the course was measured by the final exam score.
520 $a To analyze students' textbook usage the Science Reading Strategy Survey (SRSS) was developed. The SRSS allowed students' usage of the textbook to be categorized into one of three groups: methodical/linear use, efficient use, and making connections/deep use. Seventy-one percent of chemistry students were categorized as using the textbook in a deep/making connections manner, while 15% reported text usage that was categorized as efficient and 11% reported a methodical/linear approach to text use.
520 $a The students' approaches to studying were determined by using the Study Process Questionnaire (SPQ). The internal structure of the SPQ was confirmed by factor analysis. Forty-three percent of students adopted an achieving approach and 41% approached their studies with a surface approach. Only 7.1% of students had a deep approach to learning. The disconnect between approach (SPQ) and reading strategies (SRSS) could be due to the students finding their general chemistry textbook a valuable resource for getting through a difficult subject they are not strongly motivated to learn.
520 $a Student's knowledge about reading science text was measured by the Index of Science Reading Awareness (ISRA). This was the first time this instrument had been used with college students. The ISRA was analyzed and the instrument was used to measure students' knowledge about science reading strategies and their general knowledge about science reading and text. The majority, 62%, of first-year chemistry students possess comprehensive knowledge about science reading strategies and science text. The remainder of students had surface knowledge and no students in this study were found to have an incomplete knowledge.
520 $a There was no correlation between the student's metacognitive knowledge (ISRA) and their reading strategy (SRSS). The student's success (exam score) was not correlated to the metacognitive knowledge (ISRA). Lastly, there was no correlation between the students' strategy use (SRSS) and their approach to studying (SPQ). When an analysis of variance was run only the students' approach to studying and the instructor influenced the exam score.
590 $a School code: 0161.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Chemistry, General. $3 1021807
690 $a 0714
690 $a 0745
690 $a 0525
690 $a 0485
710 2 0 $a University of Northern Colorado. $3 1020512
773 0 $t Dissertation Abstracts International $g 64-11A.
790 1 0 $a Jones, Loretta, $e advisor
790 $a 0161
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110911