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Description / Abstract
In the United States only 40% of students who start a STEM major finish their degree
(Olson & Riordan, 2012). One of the obstacles that students face is taking gateway classes such as chemistry. Students are more likely to pass these courses and finish their degree if they have a high level of quantitative literacy (Harris et al., 2020) defined as the ability to use math outside the context of a math classroom (Delgado & Lucero, 2015). The purpose of this study was to examine the effect of an intervention course for college students who were failing their General Chemistry I course. Students were invited to enroll in the eight-week course focused on acquiring quantitative literacy by teaching math skills, problem-solving skills and study skills. The MUST and TOLT assessments (De Pilar Albaladejo et al., 2018, Tobin & Capie, 1984) were used to determine the students’ quantitative literacy level pre- and post- intervention. Students had a statistically significant improvement in their math skills, but not in their reasoning skills. When students retook General Chemistry I the following semester, they were invited to report their scores, and there was a statistically significant increase in both quiz and exam scores. This study supports previous research that instructors need to explicitly teach problem-solving, math skills and study skills along with the science content for students to become successful in gateway courses. Institutions can further support students by creating additional course offerings that will support students’ quantitative literacy.
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KeywordsQuantitative Literacy, Chemistry, Math, Science
Degree AwardedM.S. Biology
Awarding InstitutionPoint Loma Nazarene University
Committee MembersDianne Anderson, Jen Lineback, Ariane Jansma
Peer Reviewed?No
Original LanguageEnglish
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