Examining Student Perceptions to Advance Systemic Reform in General Chemistry: Prioritizing Course Structure and Curriculum

Abstract

Student perceptions of general chemistry are necessary to consider for the advancement of systemic reform in general chemistry in postsecondary education. This study employed an exploratory mixed-methods approach to examine student perceptions over the semester captured via an open-ended survey question, administered at the beginning (N = 948) and end of the semester (n = 120) in a general chemistry 1 course offered at a large, research-intensive, predominantly white institution. Qualitative methods were used to code students’ open-ended responses. Open, inductive analysis revealed 13 unique factors and components associated with the general chemistry experience perceived by students as either an affordance or constraint. Further analysis revealed that the 13 factors and components could be grouped into the following five major categories: (1) course structure and curriculum, (2) instructional practices and interactions, (3) prior chemistry knowledge, (4) preconceived bias of general chemistry; and (5) lab structure. Quantitative analysis revealed that course structure and curriculum are the most dominant feature of the general chemistry environment, overwhelmingly perceived as a constraint by students, at both the beginning and end of the semester. Specifically, workload and pace─factors associated with course structure and curriculum─were the top features of the general chemistry 1 experience perceived by students as constraints. Minor statistical differences were observed in student perceptions based on gender and race. Implications for advancing systemic reform efforts are discussed.