exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving

This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.