Pre-assessment and peer tutoring as measures to improve performance in gateway general chemistry classes

Abstract

Determining student readiness for gateway chemistry courses and providing underprepared students effective remediation are important as student bodies are growing increasingly diverse in their pre-college preparation. The effectiveness of the ACT Mathematics Test and the Whimbey Analytical Skills Inventory (WASI) in predicting student success in first semester general chemistry at Murray State University was analysed in conjunction with a pilot remediation program focusing on problem solving skills. The WASI assessment was as effective as the ACT Mathematics Test in predicting student success and has the advantages of being a shorter, more readily available assessment that can be given at any time; however the PLA program was not effective in improving student outcomes in general chemistry.