Impact of a Mathematics Review on Students' Chemistry Self-Efficacy and Problem-Solving Skills in an Undergraduate Chemistry Course

Mathematics is an integral part of chemistry courses, and the application of arithmetic and algebraic knowledge is important for solving calculation-based problems in undergraduate general chemistry. Students begin undergraduate chemistry with varying levels of mathematics skills and experience which may impact their ability to solve problems and understand the content in chemistry courses. Utilizing a convergent mixed methodology, this action research study evaluated the impact of an in-class mathematics review intervention on students’ chemistry self-efficacy and problem-solving abilities in general chemistry. Mathematics review sessions were conducted in undergraduate general chemistry classes with 40 first-year students at a small university college in the Caribbean. Results reveal a statistically significant increase in students' Math-Up Skills Test (MUST) scores and their reported chemistry self-efficacy after the intervention. There were significant increases in students’ self-efficacy for cognitive abilities resulting from mastery experience in the courses. The findings of this study suggest that an in-class mathematics review can provide just-in-time teaching to help students overcome the reported struggle with applying mathematics in undergraduate chemistry courses. This thesis can serve as a how-to guide for other instructors on how to implement a timely mathematics intervention for success in first-year general chemistry courses and improve retention of students in STEM fields.