The effect of a mathematics calculation skills course on achievement in introductory chemistry

Abstract

Four groups of introductory chemistry students at Memorial University of Newfoundland were studied to determine if mathematics skills remediation would positively affect their chemistry achievement. Two of the above four groups were designated experimental groups and two of the groups were designated corresponding control groups. The control groups were given regular introductory chemistry instruction plus other activity that was not intended to increase their mathematics competence. The experimental groups were given mathematics remediation. Total chemistry instruction time in the experimental versus the control groups on all topics was equal. – The mathematics skills of all subjects were evaluated with a mathematics skills test at the beginning of the one semester course. The same test was used to evaluate any change in mathematics skills at the end of the semester in all four groups. – An analysis of covariance on the mathematics posttest scores, with mathematics pre-test scores and Piagetian intellectual level scores as covariates showed the experimental groups had improved their mathematics skills in general when contrasted with the control groups. – The relationship between this improvement in mathematics skills for the experimental groups on achievement in chemistry was evaluated using an analysis of covariance in which the mathematics pre-scores and Piagetian intellectual level scores were used as covariates. No significant improvement in chemistry achievement was detected for the experimental groups versus the control groups.