Paper Title
Analyzing the Impact of Remote Learning on Chemistry Education: A Cross-Sectional Study of Prerequisite Course Performance in Biochemistry at an Urban College

Abstract
This study examines the relationship between student performance in prerequisite STEM courses and subsequent achievement in Biochemistry during the transition to remote learning necessitated by the COVID-19 pandemic. 2,000+ student grade records at an urban college spanning five academic years were analyzed to assess correlations between prerequisite course grades and Biochemistry outcomes. Statistical analysis revealed that Chemistry prerequisites, particularly Organic Chemistry II, demonstrated the strongest correlation with Biochemistry success pre-pandemic (r = 0.48), but this relationship weakened significantly during remote instruction (r = 0.31). Mathematics prerequisites maintained consistently lower correlations across both periods, while Biology correlations showed minimal change. These findings suggest that remote learning particularly impacted the transfer of knowledge from Chemistry prerequisites to advanced coursework, highlighting the need for targeted interventions in virtual instruction.