Date of Award

11-2023

Degree Type

Education Specialist

Degree Name

Education Specialist

Department

Education, Leadership and Public Service

Program

Administration and Supervision (Ed.S.)

First Advisor/Chairperson

Derek Anderson, EdD

Abstract

This study examined the problem of gateway courses in Science, Technology, Engineering, and Mathematics (STEM), specifically, high-enrollment introductory chemistry courses with high rates of D, F, withdrawal, or incomplete grades. Previous research revealed a correlation between students’ prior mathematics knowledge and introductory chemistry course outcomes. Reports using the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning (ALEKS PPL) test were limited in number. This study conducted a non-experimental retrospective correlational analysis between undergraduate students’ ALEKS PPL test scores and introductory chemistry course grades. The study’s theoretical framework was grounded in prerequisite and placement testing theories. The major findings of the study were correlation values of rs = .244 (n = 562, p < .001, two-tailed) and .233 (n = 317, p < .001, two-tailed) for General Chemistry I and II, respectively. These results indicated a weak relationship between ALEKS PPL scores and introductory chemistry course grades. The findings do not support using ALEKS PPL test scores as a prerequisite for general chemistry. Future research should explore alternative mathematics instruments and their predictive value for introductory chemistry.

Access Type

Open Access

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