Factors Affecting Achievement in General Chemistry Courses Among Science Major Students

Abstract

The purpose of the present study is to evaluate how gender, number of siblings, family income, amount of time spent on homework, attitudes towards chemistry, learning styles, and the college admission test scores effect chemistry related achievement in a group of college students majoring in science. A total of 331 university students participated in the study. The data were collected by three questionnaires, a demographic questionnaire, the Chemistry Attitude Scale (CAS) and Kolb's Learning Style Inventory (LSI). The results indicated that among the selected variables, gender, amount of time spent on homework, attitudes and learning modes of the students were influential on achievement in two general chemistry courses.