Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them

Abstract

Introductory STEM courses represent entry points into a major, and student experiences in these courses can affect both their persistence and success in STEM disciplines. Identifying course-based student concerns may help instructors detect negative perceptions, areas of struggle, and potential barriers to success. Using an open-response survey question, we identified 13 common concerns expressed by students in introductory STEM courses. We converted these student-generated concerns into closed-ended items that were administered at the beginning and middle of the semester to students in 22 introductory STEM course sections across three different institutions. Students were asked to reflect on each item on a scale from very concerned to not concerned. A subset of these concerns was used to create a summary score of course-based concern for each student. Overall levels of student concern decreased from the first week to the middle of the semester; however, this pattern varied across different demographic groups. In particular, when controlling for initial concern and course grades, female students held higher levels of concern than their peers. Since student perceptions can impact their experiences, addressing concerns through communication and instructional practices may improve students’ overall experiences and facilitate their success.