There are many different theories and reasons for why so many students drop out or fail out of introductory chemistry classes. We hypothesize that a weak background in mathematics and mathematical problem solving is highly correlated with failure in introductory chemistry. The goal of this assessment tool is two-fold: 1) can we help students to identify problems with mathematical skills early on and 2) can we identify which mathematical skills correlate to success in introductory chemistry courses?

For four years, introductory chemistry students were given a math diagnostic test at the beginning of the first semester (~1200 students surveyed). This 25-question test was self-graded, and tested arithmetic, word problems, geometry, algebra, and logarithms/exponents. While the questions are purely mathematical, many of them are analogous to classic types of calculations that are done in chemistry classes. To measure student success in the course, data were also collected on student performance on individual exam questions for all exams given, problem set scores, and retention.

Consistent with the hypothesis, less than one-quarter of the students who score under 70% on the diagnostic test complete the full-year course. Future analysis will look at correlations between specific math questions or mathematical subtopics and student performance on specific types of chemistry questions or aspects of the course. As this study progresses, further iterations of the exam will be created as a tool for other educators to use in their courses.