General Chemistry Topic Coverage (GCTC) comparison between community colleges and universities in the United States.

Description:

This study is based on survey responses of 224 general chemistry instructors at United States (U.S.) community colleges and universities representing 46 states. The mean values of General Chemistry Topic Coverage (GCTC) score, developed by this researcher specifically for this dissertation study as a measure of course content, were statistically analyzed. The aim of this study is to answer five research questions: (a) Is there a difference in mean GCTC scores between U.S. community colleges and four-year colleges and universities? (b) If there is a difference in mean GCTC score between the two study groups, what are the observed differences in subtopics covered between community colleges and four-year colleges and universities? (c) Considering both community colleges and universities, is there a difference in mean GCTC score between the different designated U.S. regions? (d) Considering both community college and university professors, is there a difference in GCTC score for professors with a master's degree compared to those with a doctorate?, and (e) Is there a correlation between GCTC score and the percentage of students that major in science? Results indicate that there is a statistically significant difference in course content between community colleges and universities, there is a statistically significant difference between different U.S. regions, there is no statistically significant difference between professors with an earned master's versus those with an earned doctorate degree, and there is no statistically significant correlation between general chemistry course content and the percentage of a professor's students majoring in science. Details of the observed differences between community college and university course content are discussed, and recommendations for future research are presented.

Creator(s): El-Ashmawy, Amina Khalifa
Creation Date: December 2006
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Total Uses: 574
Past 30 days: 9
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2006
  • Digitized: April 11, 2008
Description:

This study is based on survey responses of 224 general chemistry instructors at United States (U.S.) community colleges and universities representing 46 states. The mean values of General Chemistry Topic Coverage (GCTC) score, developed by this researcher specifically for this dissertation study as a measure of course content, were statistically analyzed. The aim of this study is to answer five research questions: (a) Is there a difference in mean GCTC scores between U.S. community colleges and four-year colleges and universities? (b) If there is a difference in mean GCTC score between the two study groups, what are the observed differences in subtopics covered between community colleges and four-year colleges and universities? (c) Considering both community colleges and universities, is there a difference in mean GCTC score between the different designated U.S. regions? (d) Considering both community college and university professors, is there a difference in GCTC score for professors with a master's degree compared to those with a doctorate?, and (e) Is there a correlation between GCTC score and the percentage of students that major in science? Results indicate that there is a statistically significant difference in course content between community colleges and universities, there is a statistically significant difference between different U.S. regions, there is no statistically significant difference between professors with an earned master's versus those with an earned doctorate degree, and there is no statistically significant correlation between general chemistry course content and the percentage of a professor's students majoring in science. Details of the observed differences between community college and university course content are discussed, and recommendations for future research are presented.

Degree:
Level: Doctoral
Discipline: Chemistry
Language(s):
Subject(s):
Keyword(s): general chemistry | course content | comparison | community college | university
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 124093352 |
  • ARK: ark:/67531/metadc5464
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: El-Ashmawy, Amina Khalifa
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.