Choice of Study Resources in General Chemistry by Students Who Have Little Time to Study

Autor/inn/en	Bunce, Diane M.; Komperda, Regis; Dillner, Debra K.; Lin, Shirley; Schroeder, Maria J.; Hartman, JudithAnn R.
Titel	Choice of Study Resources in General Chemistry by Students Who Have Little Time to Study
Quelle	In: Journal of Chemical Education, 94 (2017) 1, S.11-18 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Komperda, Regis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00285
Schlagwörter	Science Instruction; Chemistry; Study Habits; Study Skills; Student Surveys; College Freshmen; Interviews; Multiple Choice Tests; Statistical Analysis; Comparative Analysis; Time on Task; College Entrance Examinations; Military Schools; Maryland; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Study behavior; Study behaviour; Studienverhalten; Studientechnik; Schülerbefragung; Studienanfänger; Interviewing; Interviewtechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Zeitaufwand; Aufnahmeprüfung; Militärschule
Abstract	Students with an insufficient amount of time to study are becoming more prevalent in the general college population as many who enroll in college have competing responsibilities (full-time jobs, childcare, etc.). Such students are likely to choose study resources that they consider to be both effective and efficient. Students at the U.S. Naval Academy (USNA) are constrained in their study time because of their required course load and competing institutional daily requirements. The purpose of this study was to survey which resources students at USNA choose for studying and to look at the difference in choice in relation to different types of assessments and different student achievement levels in chemistry. Students (n = 1,015) were surveyed four times during the Fall 2013 semester after both instructor-written assessments and departmental multiple-choice common exams. In these surveys, students reported the main study resource they used to prepare for each assessment. A subset of students (n = 57) was interviewed soon after completing the third survey to better understand how the students used the resources they reported choosing. The results show a difference in study resources chosen depending on the type of assessment (instructor-written or common exam) and final course achievement level of the student. Application of these results to a broader audience of students who also have multiple time commitments may help chemical educators better format both the availability and content of chemistry study resources to help students of different achievement levels succeed in general chemistry. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01