Abstract
This paper examines the relationship between students' attitudes toward chemistry and their academic performance in undergraduate chemistry courses. A sample of 378 chemistry students of Arts and Science Colleges from Madurai Educational District completed the Chemistry Attitudes Scale and consented to the release of their chemistry course grades. Correlational analyses using Pearson's ‘r’ found moderate positive correlations between chemistry attitudes and course grades (r = .32, p < .001), indicating students with more favourable attitudes tended to achieve higher grades. The correlation was strongest for inorganic chemistry (r = .43, p < .001) and weakest for physical chemistry (r = .21, p = .02), though ANOVA results showed no significant differences by chemistry subdiscipline. The results support the hypothesis that favourable chemistry attitudes are associated with greater academic success. This highlights the importance of affective variables and the potential value of interventions targeting chemistry attitudes among undergraduates
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