Factors Influencing Student Confidence and Their Perception of Learning in Chemistry and Biochemistry Courses

Abstract

In this study, various course features affecting student confidence and their perceived learning experience were examined in the context of undergraduate chemistry and biochemistry courses. Online surveys were used to measure student-reported confidence in their ability to solve problems in groups versus working individually, and to measure the extent to which various course features influenced their learning experience. Compared to working alone, working in small groups of 3-4 had a remarkably large effect on students' confidence in solving problems. Upon examining over 1500 student responses to more than 150 different problems/exercises presented over dozens of classes across 3 separate courses, students' self-reported confidence in solving problems increased to an average reported value of 8.0 out of 10 when working on problems in small groups compared to an average reported value of 6.5 out of 10 when working individually. The positive and close correlation between a learner's confidence and their actual performance has been well-established in both educational and neurocognitive fields. These data demonstrate that group work significantly enhances student confidence in solving problems, which suggests how important it is for instructors to incorporate regular group work as part of their course experience to improve students' learning and performance. Further, this study also examined specific course features and the extent to which such features influence students' self-reported perceptions of their learning. Survey responses indicated that students found regular instructor feedback, opportunities to revisit/correct assessments for additional credit (i.e. multi-stage assessments), and the class environment as the top-three course features that were most influential on their learning. Instructors can thus further improve student learning by structuring their courses to include strategic opportunities for students to revisit assessments, for instance by using multi-stage exams or quizzes, while also providing frequent and high-quality feedback, as well as by facilitating a positive class environment in which students are best poised to learn.