Impact of cognitive abilities on performance in organic chemistry
The purpose of this study was to observe the relationship between students’ cognitive abilities and their performance in organic chemistry. We were interested in measuring whether some cognitive composites were more predictive than others on organic chemistry performance, whether group differences e...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-08-01
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| Series: | Chemistry Teacher International |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/cti-2023-0012 |
| _version_ | 1797660986780418048 |
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| author | Nedungadi Sachin Shenoy Sunaina |
| author_facet | Nedungadi Sachin Shenoy Sunaina |
| author_sort | Nedungadi Sachin |
| collection | DOAJ |
| description | The purpose of this study was to observe the relationship between students’ cognitive abilities and their performance in organic chemistry. We were interested in measuring whether some cognitive composites were more predictive than others on organic chemistry performance, whether group differences existed between males and females, and whether group differences existed between students with above and below average cognitive abilities. For Study 1 and Study 2, our participants included 48 and 60 sophomore organic chemistry students respectively. We used the Woodcock-Johnson Test of Cognitive Abilities-IV to measure cognitive composites. ACS organic chemistry exam scores and scores on an organic chemistry concept inventory were used to measure student performance. We ran a correlational analysis between the cognitive composites and organic chemistry scores, and t-tests for group comparisons. For Study 1, we found a significant moderate correlation between long-term retrieval and organic chemistry scores. For Study 2, we found a significant small to moderate correlation between comprehension knowledge and short-term working memory, with organic chemistry scores. We did not find any significant gender differences, except on comprehension knowledge. The differences between above average and below average cognitive abilities were only seen in relation to the concept inventory and not ACS exam scores. |
| first_indexed | 2024-03-11T18:38:54Z |
| format | Article |
| id | doaj.art-8605b6c08f0d4c8ca81b47550cc9a52a |
| institution | Directory Open Access Journal |
| issn | 2569-3263 |
| language | English |
| last_indexed | 2024-03-11T18:38:54Z |
| publishDate | 2023-08-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Chemistry Teacher International |
| spelling | doaj.art-8605b6c08f0d4c8ca81b47550cc9a52a2023-10-12T14:06:29ZengDe GruyterChemistry Teacher International2569-32632023-08-015326327310.1515/cti-2023-0012Impact of cognitive abilities on performance in organic chemistryNedungadi Sachin0Shenoy Sunaina1Department of Chemistry, University of Nebraska at Omaha, Omaha, NE, USADepartment of Special Education, University of New Mexico, Albuquerque, NM, USAThe purpose of this study was to observe the relationship between students’ cognitive abilities and their performance in organic chemistry. We were interested in measuring whether some cognitive composites were more predictive than others on organic chemistry performance, whether group differences existed between males and females, and whether group differences existed between students with above and below average cognitive abilities. For Study 1 and Study 2, our participants included 48 and 60 sophomore organic chemistry students respectively. We used the Woodcock-Johnson Test of Cognitive Abilities-IV to measure cognitive composites. ACS organic chemistry exam scores and scores on an organic chemistry concept inventory were used to measure student performance. We ran a correlational analysis between the cognitive composites and organic chemistry scores, and t-tests for group comparisons. For Study 1, we found a significant moderate correlation between long-term retrieval and organic chemistry scores. For Study 2, we found a significant small to moderate correlation between comprehension knowledge and short-term working memory, with organic chemistry scores. We did not find any significant gender differences, except on comprehension knowledge. The differences between above average and below average cognitive abilities were only seen in relation to the concept inventory and not ACS exam scores.https://doi.org/10.1515/cti-2023-0012cognitive abilitiesorganic chemistry educationorganic chemistry performance |
| spellingShingle | Nedungadi Sachin Shenoy Sunaina Impact of cognitive abilities on performance in organic chemistry Chemistry Teacher International cognitive abilities organic chemistry education organic chemistry performance |
| title | Impact of cognitive abilities on performance in organic chemistry |
| title_full | Impact of cognitive abilities on performance in organic chemistry |
| title_fullStr | Impact of cognitive abilities on performance in organic chemistry |
| title_full_unstemmed | Impact of cognitive abilities on performance in organic chemistry |
| title_short | Impact of cognitive abilities on performance in organic chemistry |
| title_sort | impact of cognitive abilities on performance in organic chemistry |
| topic | cognitive abilities organic chemistry education organic chemistry performance |
| url | https://doi.org/10.1515/cti-2023-0012 |
| work_keys_str_mv | AT nedungadisachin impactofcognitiveabilitiesonperformanceinorganicchemistry AT shenoysunaina impactofcognitiveabilitiesonperformanceinorganicchemistry |