Doctor of Philosophy (PhD)
Human Resource Education and Workforce Development
Self-efficacy, gender, and motivation are subjective predictors of students' academic achievement. Self-assessment prompted by knowledge surveys involves metacognition, i.e., students' awareness of how they learn. Knowledge surveys can be used to measure changes in students' achievement level and to assist students in content review and inspire reflection on one's ability to learn. In this work, I combined the above predictors into the survey to determine whether achievement in general chemistry can be foreseen. My proposed research will be conducted on 426 students enrolled in General Chemistry I classes (Chemistry for science majors) during a regular 15-week semester at Louisiana State University. The MQSL survey was administered during the last week of classes. Data were analyzed via descriptive statistics, and correlation, linear and multiple regression statistical analyses with the correlation of total grades throughout the semester. The three predictors are ranked in terms of their significance in predicting achievement in chemistry.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Wu, Xin, "The power of affective factors (self-efficacy, motivation and gender) to predict chemistry achievement with the benefits of knowledge surveys on metacognition level" (2013). LSU Doctoral Dissertations. 3240.