This study examined the problem of gateway courses in Science, Technology, Engineering, and Mathematics (STEM), specifically, high-enrollment introductory chemistry courses with high rates of D, F, withdrawal, or incomplete grades. Previous research revealed a correlation between students’ prior mathematics knowledge and introductory chemistry course outcomes. Reports using the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning (ALEKS PPL) test were limited in number. This study conducted a non-experimental retrospective correlational analysis between undergraduate students’ ALEKS PPL test scores and introductory chemistry course grades. The study’s theoretical framework was grounded in prerequisite and placement testing theories. The major findings of the study were correlation values of rs = .244 (n = 562, p < .001, two-tailed) and .233 (n = 317, p < .001, two-tailed) for General Chemistry I and II, respectively. These results indicated a weak relationship between ALEKS PPL scores and introductory chemistry course grades. The findings do not support using ALEKS PPL test scores as a prerequisite for general chemistry. Future research should explore alternative mathematics instruments and their predictive value for introductory chemistry.
","abstract_html":"<p>This study examined the problem of gateway courses in Science, Technology, Engineering, and Mathematics (STEM), specifically, high-enrollment introductory chemistry courses with high rates of D, F, withdrawal, or incomplete grades. Previous research revealed a correlation between students’ prior mathematics knowledge and introductory chemistry course outcomes. Reports using the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning (ALEKS PPL) test were limited in number. This study conducted a non-experimental retrospective correlational analysis between undergraduate students’ ALEKS PPL test scores and introductory chemistry course grades. The study’s theoretical framework was grounded in prerequisite and placement testing theories. The major findings of the study were correlation values of <em>r</em><sub>s</sub> = .244 (<em>n</em> = 562, <em>p</em> < .001, two-tailed) and .233 (<em>n</em> = 317, <em>p</em> < .001, two-tailed) for General Chemistry I and II, respectively. These results indicated a weak relationship between ALEKS PPL scores and introductory chemistry course grades. The findings do not support using ALEKS PPL test scores as a prerequisite for general chemistry. Future research should explore alternative mathematics instruments and their predictive value for introductory chemistry.</p>","abstract_has_math":false,"creators":["Keso, Crystal Kaye"],"institution":null,"degree_name":"Education Specialist","degree_level":"Education Specialist","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Derek Anderson, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-11-01T07:00:00Z","date_published":"2023-11-01T07:00:00Z","updated_at":"2026-07-24T03:24:24Z","subjects":["ALEKS PPL","introductory chemistry","gateway course","STEM","retention","Chemistry","Higher Education","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/772","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Derek Anderson, EdD"]},{"key":"dc:creator","label":"Author","values":["Keso, Crystal Kaye"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Education Specialist"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ALEKS PPL","introductory chemistry","gateway course","STEM","retention","Chemistry","Higher Education","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/772"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the problem of gateway courses in Science, Technology, Engineering, and Mathematics (STEM), specifically, high-enrollment introductory chemistry courses with high rates of D, F, withdrawal, or incomplete grades. Previous research revealed a correlation between students’ prior mathematics knowledge and introductory chemistry course outcomes. Reports using the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning (ALEKS PPL) test were limited in number. This study conducted a non-experimental retrospective correlational analysis between undergraduate students’ ALEKS PPL test scores and introductory chemistry course grades. The study’s theoretical framework was grounded in prerequisite and placement testing theories. The major findings of the study were correlation values of rs = .244 (n = 562, p < .001, two-tailed) and .233 (n = 317, p < .001, two-tailed) for General Chemistry I and II, respectively. These results indicated a weak relationship between ALEKS PPL scores and introductory chemistry course grades. The findings do not support using ALEKS PPL test scores as a prerequisite for general chemistry. Future research should explore alternative mathematics instruments and their predictive value for introductory chemistry.
"]},{"key":"dc:title","label":"Title","values":["Correlation Between Scores on the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning Test and General Chemistry Course Outcomes for Undergraduate Students at a Public Midsize Master's University"]}]}],"canonical_facts":{"dc:contributor":["Derek Anderson, EdD"],"dc:creator":["Keso, Crystal Kaye"],"dc:date.available":["2023-11-05T07:00:00Z"],"dc:description.abstract":["This study examined the problem of gateway courses in Science, Technology, Engineering, and Mathematics (STEM), specifically, high-enrollment introductory chemistry courses with high rates of D, F, withdrawal, or incomplete grades. Previous research revealed a correlation between students’ prior mathematics knowledge and introductory chemistry course outcomes. Reports using the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning (ALEKS PPL) test were limited in number. This study conducted a non-experimental retrospective correlational analysis between undergraduate students’ ALEKS PPL test scores and introductory chemistry course grades. The study’s theoretical framework was grounded in prerequisite and placement testing theories. The major findings of the study were correlation values of rs = .244 (n = 562, p < .001, two-tailed) and .233 (n = 317, p < .001, two-tailed) for General Chemistry I and II, respectively. These results indicated a weak relationship between ALEKS PPL scores and introductory chemistry course grades. The findings do not support using ALEKS PPL test scores as a prerequisite for general chemistry. Future research should explore alternative mathematics instruments and their predictive value for introductory chemistry.
"],"dc:identifier":["https://commons.nmu.edu/theses/772"],"dc:subject":["ALEKS PPL","introductory chemistry","gateway course","STEM","retention","Chemistry","Higher Education","Science and Mathematics Education"],"dc:title":["Correlation Between Scores on the Assessment and Learning in Knowledge Spaces Placement, Preparation, and Learning Test and General Chemistry Course Outcomes for Undergraduate Students at a Public Midsize Master's University"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Education Specialist"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T03:24:24Z"}