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Comparisons of Success and Retention in a General Chemistry Course Before and After the Adoption of a Mathematics Prerequisite
Author(s) -
Donovan William J.,
Wheland Ethel R.
Publication year - 2009
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2009.tb17868.x
Subject(s) - mathematics education , chemistry education , course (navigation) , chemistry , quality (philosophy) , mathematics , engineering , physics , quantum mechanics , aerospace engineering
This study of the relationships between mathematical ability and success and retention in a general chemistry course was conducted at an open‐enrollment university whose mission is to provide a quality education to a culturally and economically diverse student body. We studied the correlation between the demonstrated level of mathematical ability and success in chemistry and the correlation between the demonstrated level of mathematical ability and retention in chemistry. After the chemistry department implemented a mathematics prerequisite for the chemistry course, data were examined to compare success and retention prior to and after the adoption of the prerequisite. Analysis showed that success and retention in chemistry increased after the adoption of the mathematics prerequisite.