Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry

On the basis of the results of two prior studies at the US Naval Academy (USNA), which described the choice of study resources and the self-reported learning approaches of students of differing achievement levels, the current investigation examines how students of differing achievement levels in general chemistry actually solve multiple-choice questions. A think-aloud protocol was selected as the vehicle for this investigation. This research utilized and compared the correlation of both a holistic qualitative and a quasi-quantitative approach to analyzing the interviews. The holistic qualitative approach identified student behaviors in four broad categories: problem-solving, conceptual understanding, test-taking strategies, and use of scientific language. The quasi-quantitative analysis allowed us to focus on more specific behavioral trends within these categories providing a more detailed picture of what middle-achieving students do when solving algorithmic and conceptual problems. Middle-achieving students demonstrated more variability when solving conceptual questions as compared to algorithmic questions, applying a mixture of behaviors that were characteristic of higher-achieving and lower-achieving students. Implications for teaching based on this research include the need to help middle-achieving students become aware of the difference between their approaches to solving algorithmic versus conceptual questions, emphasizing what they do correctly and how they can improve their problem solving.