exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving

Author

• Jason Klein

Author Type

Graduate Student

Date of Award

2006

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Hecht, Steven A.

Abstract

This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.

Extent

111 p.

Comments

Charles E. Schmidt College of Science|Thesis (M.A.)--Florida Atlantic University, 2006.|FAU Electronic Theses and Dissertations Collection|Charles E. Schmidt College of Science

Recommended Citation

Klein, Jason, "exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving" (2006). Electronic Theses and Dissertations 2000 - 2009. 1059.
https://digitalcommons.fau.edu/etd_general_5/1059

Identifier

FADT13382

Format

pdf