Comparison of Student Self-Efficacy and Preparedness for General Chemistry 1 in a Summer Bridge Course and a Full Semester Chemistry Prep Course
Advisor(s)
Dr. Hannah Sturtevant and Dr. Amelia Anderson-Wile
Confirmation
1
Document Type
Paper
Location
ONU McIntosh Center; Dean's Heritage Room
Start Date
8-4-2025 2:15 PM
End Date
8-4-2025 2:30 PM
Abstract
The knowledge gap between high school and higher education is a common problem in the field of discipline-based education research. This problem is particularly prevalent in general chemistry students, as students enter college with different levels of chemistry and math knowledge. Different types of bridge courses have been studied and implemented as potentially solutions to this problem. The difference in two particular interventions was investigated to determine if one is more effective in improving student performance and self efficacy: a five day, in-person summer refresher course and a semester-long preparatory course. Student preparation methods as a whole and their perceived efficacy was also explored. The two interventions were evaluated using a mixed methods approach, and included both current data and data from the past five years. Qualitative data collected included open-ended survey responses (n=33) and student interviews (n=4). For quantitative analysis, Likert scale questions from the College Chemistry Self-Efficacy survey were collected (n=33) as well as final grade data, Toledo exam scores, and high school GPA (n=33). Data from General Chemistry 1 students from the past five years was collected and analyzed, including completion of Foundations of General Chemistry or the summer chemistry refresher course at Ohio Northern University, Toledo exam scores, and final grade data. Results from this study show that students prepare for college level in multiple ways including AP courses, independent review of content, and different styles of preparatory courses. Students showed different levels of self-efficacy prior to the start of general chemistry, often based on the depth and breadth of their previous education.
Recommended Citation
Bouillon, Summer C. and Sturtevant, Hannah, "Comparison of Student Self-Efficacy and Preparedness for General Chemistry 1 in a Summer Bridge Course and a Full Semester Chemistry Prep Course" (2025). ONU Student Research Colloquium. 3.
https://digitalcommons.onu.edu/student_research_colloquium/2025/Papers/3
Open Access
Available to all.
Comparison of Student Self-Efficacy and Preparedness for General Chemistry 1 in a Summer Bridge Course and a Full Semester Chemistry Prep Course
ONU McIntosh Center; Dean's Heritage Room
The knowledge gap between high school and higher education is a common problem in the field of discipline-based education research. This problem is particularly prevalent in general chemistry students, as students enter college with different levels of chemistry and math knowledge. Different types of bridge courses have been studied and implemented as potentially solutions to this problem. The difference in two particular interventions was investigated to determine if one is more effective in improving student performance and self efficacy: a five day, in-person summer refresher course and a semester-long preparatory course. Student preparation methods as a whole and their perceived efficacy was also explored. The two interventions were evaluated using a mixed methods approach, and included both current data and data from the past five years. Qualitative data collected included open-ended survey responses (n=33) and student interviews (n=4). For quantitative analysis, Likert scale questions from the College Chemistry Self-Efficacy survey were collected (n=33) as well as final grade data, Toledo exam scores, and high school GPA (n=33). Data from General Chemistry 1 students from the past five years was collected and analyzed, including completion of Foundations of General Chemistry or the summer chemistry refresher course at Ohio Northern University, Toledo exam scores, and final grade data. Results from this study show that students prepare for college level in multiple ways including AP courses, independent review of content, and different styles of preparatory courses. Students showed different levels of self-efficacy prior to the start of general chemistry, often based on the depth and breadth of their previous education.