Assessing student self concept and other affective factors in general chemistry at the United States Naval Academy | Poster Board #425

The two-semester general chemistry course at the United States Naval Academy (USNA) is a requirement for all first-year students, regardless of future major. USNA students are diverse across gender, racial, and ethnic backgrounds, representing all fifty United States and 18 international countries. The heterogeneity of the USNA student body therefore provides a unique population to research chemistry education. At USNA, general chemistry enrollment is distinct in that: 1) the courses are taken by the entire first-year class, regardless of major; 2) class attendance is mandatory; 3) classes are taught in sections no larger than 20 students; and 4) faculty teach all lectures and laboratory sections. Given that self-concept and other affective factors are known to influence student learning and performance in chemistry in multiple other contexts, this project investigated the influence of these variables on student learning in this setting. Responses to a research-based student self-concept inventory and other affective instruments were associated with course achievement data. Relationships were explored between student characteristics, affective measures, and achievement. Through analysis of the data, evidence-based improvements to chemistry curricula are proposed.