2015 Volume 10 Issue 2 Pages 194-203
In this study, we investigated approaches for improving chemical calculation ability by comparing the results of placement tests, follow-up tests, and regular exams for General Chemistry and for General Chemistry Practice. The subjects consisted of a total of 293 freshmen students in academic year 2014 who were enrolled in General Chemistry Practice, and analysis was performed by dividing students into those who took (n=113) and those who did not take (n=180) remedial classes. The items analyzed were “definition of concentration”, “preparation of a dilute solution”, and “molality”. A statistical comparison of correct response rates for each item between the students who took remedial classes and those who did not take remedial classes showed no significant intergroup differences for “definition of concentration” in General Chemistry or “molality” in General Chemistry Practice. Furthermore, a statistical comparison of correct response rates for each item between placement tests and regular exams for General Chemistry and between placement tests and regular exams for General Chemistry Practice revealed markedly higher correct response rates on the regular exams for General Chemistry and General Chemistry Practice in both groups. The results of a questionnaire survey conducted on remedial classes indicated that remedial classes also contribute to increased motivation toward future learning.
