LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY

Area of Science:

• Chemistry Education
• Cognitive Science

Background:

• General Chemistry courses often present challenges for students.
• Assessing students' logical reasoning is crucial for understanding academic performance.

Purpose of the Study:

• To evaluate the logical reasoning skills of General Chemistry students at the University of Puerto Rico, Río Piedras.
• To identify deficiencies and gender-based differences in specific logical reasoning modes.
• To determine the predictive power of logical reasoning skills on student success in General Chemistry.

Main Methods:

• The Group Assessment of Logical Thinking (GALT) test was administered to measure cognitive levels and reasoning modes.
• Statistical analyses were performed to correlate reasoning abilities with course grades and examination performance.
• Student approaches (algorithmic vs. conceptual) to problem-solving were also analyzed in relation to cognitive levels.

Main Results:

• The study identified specific logical reasoning deficiencies among students.
• Gender effects on logical reasoning performance were investigated.
• Certain logical reasoning modes were found to be significant predictors of student performance in General Chemistry.

Conclusions:

• Logical reasoning skills are critical for success in General Chemistry.
• Targeted interventions addressing identified reasoning deficiencies can enhance student learning.
• Understanding students' cognitive levels and reasoning modes informs pedagogical strategies in science education.