The first-year college course in chemistry for students who have studied the subject before entrance

1928 ◽  
Vol 5 (8) ◽  
pp. 990
Author(s):  
C. Pauline Burt
Keyword(s):  
First Year ◽  
First Year College ◽  
College Course ◽  
The Subject

Taking Psych 101: A View from the Back of the Room

1988 ◽  
Vol 15 (2) ◽  
pp. 101-103 ◽  
Author(s):  
Linda L. Johnson
Keyword(s):  
Study Skills ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
First Year ◽  
Single Source ◽  
Multiple Choice Tests ◽  
First Year College ◽  
College Course ◽  
Choice Tests ◽  
Main Ideas

Hoping to refresh my memory on how students might study for a first-year college course, I took introductory psychology. I found that certain study skills, such as identifying main ideas and using the SQ3R system, were of little benefit. Information from a single source, either the textbook or the lectures, was often insufficient for adequate comprehension. With only the vaguest understanding of important concepts, it was possible to perform well on multiple-choice tests. Based on my experience in this course, I offer some suggestions for helping students to learn introductory psychology.

Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?

1992 ◽  
Vol 23 (1) ◽  
pp. 56-71
Author(s):  
Joan Ferrini-Mundy ◽  
Marie Gaudard
Keyword(s):  
Secondary School ◽  
Advanced Placement ◽  
Student Performance ◽  
Analysis Of Covariance ◽  
First Year ◽  
Final Exam ◽  
First Semester ◽  
First Year College ◽  
College Course ◽  
College Calculus

This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

scholarly journals Development and Validation of Modules in Basic Mathematics to Enhance Students’ Mathematics Performance

2019 ◽  
Vol 8 (12) ◽  
pp. 4203-4207
Keyword(s):  
Analysis Of Covariance ◽  
First Year ◽  
First Year College ◽  
Item Questionnaire ◽  
Attitude Towards Mathematics ◽  
Quasi Experimental ◽  
The Subject ◽  
The Difference ◽  
First Year College Students ◽  
Development And Validation

The study focused on the development and validation of modules in Basic Mathematics. This was initiated as a response to the need to improve students’ performance which would help develop students’ mathematical ability in comprehending the subject. The study determined the difference between the pre-achievement and post-achievement tests of the students holding constant their attitude towards Mathematics and English 11 grade and how some experts evaluated the module according to its qualitative features. Structured in a quasi-experimental design, the study involved 18 first year college students who got a failing mark in Basic Mathematics. Five Mathematics professors validated the modules. The instruments developed in the study were the achievement test, the 20-item questionnaire for the experts and the 20-item attitudinal test. The statistical tools used were the analysis of covariance, t-test for correlated scores, and the KR20. The pre-test mean score of the students was much lower than the posttest mean score. The students manifested favorable attitude towards Mathematics. Correlation analysis showed that English is not related to posttest achievement of students and the posttest achievement score was significantly influenced by their attitude. On the qualitative features of the prepared modules, they were evaluated to be good and acceptable to the Mathematics teachers. The modules are valid and reliable and could supplement on the learning of concepts. The teaching of Basic Mathematics using the modular approach is an effective approach in enhancing the learning of Mathematics.

What Results are We Getting from Graphic Algebra?

1911 ◽  
Vol 4 (1) ◽  
pp. 13-20
Author(s):  
Arthur Whipple Smith
Keyword(s):  
Secondary Schools ◽  
Elementary Mathematics ◽  
First Year ◽  
College Mathematics ◽  
First Year College ◽  
The Subject ◽  
College Work ◽  
Incoming Students

I feel that I should explain to you that my acquaintance with the work of the secondary schools is entirely second hand and it may be that my ideas on the subject of graphics in secondary work are colored by what I may wish were possible instead of being entirely true to the facts. In my own experience as an instructor of freshmen I have found but little evidence indicating previous instruction in graphics and frequently the subject is thrust suddenly upon a freshman by the immediate needs of his college work. In many cases it is looked upon as only another novelty introduced to make college mathematics a thing to be dreaded and avoided if possible. I assume that it is proper for an instructor in first-year college work to expect a greater or less degree of familiarity with graphics on the part of incoming students and from this standpoint consider the question as to what may be gained by the study of graphics in connection with all branches of elementary mathematics. The subject should appeal to teachers of mathematics for at least three reasons, first, it is the simplest of our many symbolisms for magnitudes and in the order of nature precedes all the others: second, it often appeals to certain pupils who would otherwise be uninterested: third it affords connecting links among all branches of mathematics.

Suicide Risk Among College Student

Crisis ◽  
2015 ◽  
Vol 36 (6) ◽  
pp. 416-423 ◽  
Author(s):  
Richard Shadick ◽  
Faedra Backus Dagirmanjian ◽  
Baptiste Barbot
Keyword(s):  
Sexual Minority ◽  
Students Of Color ◽  
Structural Equation ◽  
Suicide Risk ◽  
Equation Modeling ◽  
First Year ◽  
Chi Square ◽  
First Year College ◽  
Marginalized Groups ◽  
First Year College Students

Abstract. Background: Research on young adults in the general population has identified a relationship between sexual minority identification and risk for suicide. Differential rates of suicidal ideation and attempts have also been found across racial and ethnic groups. Aims: This study examined risk for suicide among university students, based on membership in one or more marginalized groups (sexual minority and racial minority identification). Method: Data were collected from first-year college students (N = 4,345) at an urban university. Structural equation modeling was employed to model a suicidality construct, based on which a "risk for suicide" category system was derived. Chi-square and logistic regression analyses were then conducted to estimate the relationship between the background variables of interest and suicide risk. Results: Students who identified as lesbian, gay, or bisexual (LGB) were associated with higher suicide risk than their heterosexual peers. Students of color were slightly less at risk than their heterosexual peers. However, LGB students of color were associated with elevated suicide risk relative to heterosexual peers. Conclusion: Results indicate that belonging to multiple marginalized groups may increase one's risk for suicide, though these effects are not simply additive. Findings highlight the complexity of the intersection between marginalized identities and suicidality.

Gambling and Alcohol Use Among First-Year College Students

2006 ◽  
Author(s):  
Tracey L. Rocha ◽  
M. Dolores Cimini ◽  
Angelina X. Diaz-Myers ◽  
Matthew P. Martens ◽  
Estela M. Rivero ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
First Year ◽  
First Year College ◽  
First Year College Students

Social norms and sexual hookups among first-year college women

2013 ◽  
Author(s):  
Shannon M. Sweeney ◽  
Peter A. Vanable ◽  
Robyn L. Fielder ◽  
Kate B. Carey ◽  
Michael P. Carey
Keyword(s):  
Social Norms ◽  
College Women ◽  
First Year ◽  
First Year College
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