Discovering the Determinants of Chemistry Course Perceptions in Undergraduate Students

Abstract

The primary goals of this project were to develop a reliable instrument to measure the chemistry course perceptions (CCP) of undergraduate chemistry students and to determine the predictors of CCP of undergraduate students as they enter their first college chemistry class. In a pilot study, 250 undergraduate students were solicited with 57 students of variable demographics responding. The results indicated the instrument was reliable at measuring general self-efficacy (GSE) and chemistry course perceptions at α = 0.88 and α = 0.82, respectively. Then, all of the students taking the fall semester introductory chemistry class were solicited at the beginning of their semester. Of the 756 students solicited, 398 completed the survey questionnaire. Analysis of the data showed that, for these students, GSE was the largest predictor of CCP. However, age and ethnicity approached statistical significance. This analysis also showed that there was a small but statistically significant decrease in the CCP of students repeating this course. The model used in this study explained 22% of the variance of CCP. The Chemistry Course Perceptions Questionnaire appears to be reliable and may be useful for comparison of the impact of different teaching styles on the affective domain of undergraduate students. We see its use in measuring factors that affect the retention of students in undergraduate chemistry and science degree programs.