In a 2005 study of more than 8,000 students in introductory science classes, University of Virginia researcher Robert Tai and colleagues found that the quality of student lab work in high school influenced college performance. Students who performed labs that emphasized repetition did not do as well as students whose lab work emphasized understanding and independent thinking. Students who repeated the same lab experiments multiple times for increased understanding were better prepared for college science courses.
The University of Virginia research team also discovered that students who were well-versed in a variety of mathematical skills did better in college science courses than those whose math skills were lacking. Preparation in algebra and calculus was positively correlated to academic performance in college science courses. Students who had taken coursework in biology, chemistry or physics prior to their introductory college course performed better than those for whom the college course was their first exposure.
Students who are enthusiastic about their coursework perform better than those who are not. Indeed, student enthusiasm can compensate for a lack of preparation or skills. Enthusiastic students seek the additional help they need and exert the energy necessary to get on track. Students with minimal math and science backgrounds can do well in college science courses if they are strongly motivated to succeed.
Students who spend adequate time working in groups in high school science courses are better prepared to take on the challenges of college science courses, according to Dr. Philip Sadler of Harvard University. The reason may be because students working together benefit from each other's knowledge and have the chance to discuss problems and concepts with peers. These conversations may promote a deeper understanding of scientific concepts than can be gained from other forms of instruction.