Semester
Fall
Date of Graduation
2024
Document Type
Dissertation
Degree Type
PhD
College
Eberly College of Arts and Sciences
Department
Chemistry
Committee Chair
Oluwatobi Odeleye
Committee Co-Chair
Michelle Richards-Babb
Committee Member
Brian Popp
Committee Member
Vicki Sealey
Committee Member
Jake Follmer
Abstract
Many students find General Chemistry challenging, and studies have shown a link between students’ grades in chemistry and a decrease in interest in STEM fields. Similarly, Organic Chemistry has also been typically identified as a difficult course for many undergraduate students and has a notoriously high failure rate. Numerous studies have explored various methods to enhance students’ performance and experience in both General Chemistry and Organic Chemistry, but there hasn’t been much focus on students’ study strategies. In addition, metacognition, the skill of thinking about one’s thinking, had been proven in studies as a vital role in enhancing students’ achievements. Studies of metacognition in conjunction with college chemistry, especially General Chemistry, show that the higher metacognition skills the students have, the better they can solve chemistry problems. This study aims to investigate the relationship between metacognition, study strategies, and students’ performances in General Chemistry and Organic Chemistry courses. Data were collected using surveys and interviews, then analyzed using statistical and qualitative methods. The results showed that the relationships exist between these three factors, but it was not consistent across the board. The varying degree of the relationships and possible explanations are discussed in this dissertation. Overall, this work supports the idea that enhancing metacognition would lead to better study usage and higher achievements in chemistry courses, especially General Chemistry and Organic Chemistry.
Recommended Citation
Tieu, Nghiem Uy, "THE RELATIONSHIP BETWEEN METACOGNITION, STUDY STRATEGIES, AND STUDENTS’ PERFORMANCES IN GENERAL CHEMISTRY AND ORGANIC CHEMISTRY COURSES" (2024). Graduate Theses, Dissertations, and Problem Reports. 12676.
https://researchrepository.wvu.edu/etd/12676