Critical factors for success in an introductory astronomy class

A number of researchers suggest that a student's learning preference curve can be an effective predictor of student success in a particular course. Others suggest that cognitive development, as measured by a student's development of learning and study strategies, may be more relevant. Still others suggest that preconceived notions of science and astronomy may be more useful yet. In this paper we explore the critical factors in each of these areas as they relate to student success in an introductory astronomy class. In this study, 65 students were given the visual, aural, read/write, and kinesthetic learning style inventory (VARK), the learning and studies strategies inventory (LASSI), and the astronomy diagnostic test (ADT). Results of these inventories along with gender, age, and previous academic performance were correlated with overall classroom performance. A step-wise regression analysis was then performed to determine the most critical factors that affect student performance in this area.