The Impact of Modality Choice on Final Exam Success and Retention in a Concurrent Preparatory Chemistry Course-Reference-Cited by-同舟云学术

The Impact of Modality Choice on Final Exam Success and Retention in a Concurrent Preparatory Chemistry Course

Published:2023-11-21 Issue:12 Volume:100 Page:4585-4596
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Denaro Kameryn¹,Nizkorodov Sergey A.²^ORCID,Holton Amanda J.²^ORCID

Affiliation:

1. Division of Teaching Excellence and Innovation, University of California, Irvine, Irvine, California 92697, United States

2. Department of Chemistry, University of California, Irvine, Irvine, California 92697, United States

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.3c00365

Reference78 articles.

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3. A Six-Year Study of the Effects of a Remedial Course in the Chemistry Curriculum

4. Chen, X. Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions: Scope, Experiences, and Outcomes; National Center for Education Statistics: Washington, DC, 2016.

5. Kurlaender, M.; Lusher, L.; Case, M. Is Early Start Better? Evaluating California State University’s Early Start Remediation Policy; 2019; https://www.iza.org/de/publications/dp/12548/is-early-start-a-better-start-evaluating-california-state-universitys-early-start-remediation-policy (accessed July 6, 2021).

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