The Effect of Short Mathematics Instruction in High School Chemistry Courses on Student Chemistry Achievement

• In Event: 41.075 - Development of Disciplinary Knowledge and Student Academic Achievement and Persistence

Abstract

This study explored the effect of short and focused mathematical instruction provided in chemistry course on student chemistry achievement in New York City Title I high school. This study followed quasi-experimental non-equivalent control group design and was guided by the following research questions: 1) What is the effect of short mathematics instruction on student chemistry achievement?, and 2) Is there a relationship between mathematics performance of students who had been exposed to short mathematics instruction at the beginning of each chemistry lesson and their chemistry achievements? The pre/post test analysis indicated that students in the experimental group significantly outperformed their peers in the control group. The study found strong positive correlation between student chemistry and mathematics scores.

Authors

• Omri Shick, John W. Lavelle Preparatory Charter School

• Irina Lyublinskaya, College of Staten Island - CUNY