Factors influencing the academic performance of chemical engineering students in physical chemistry

Academic success in Physical Chemistry is influenced by personal, institutional, and social factors. Key predictors include prior academic performance, study habits, motivation, and time management. A strong foundation in prerequisite knowledge, effective learning strategies, and self-efficacy are crucial for overcoming challenges. Institutional factors, particularly instructional quality, academic policies, and resource accessibility, significantly impact outcomes, with structured pedagogy proving more influential than interactive learning environments. Peer interactions, including group cohesion and instructor engagement, emerged as the strongest social predictors of success. Students with clear grade expectations and strong self-efficacy exhibited higher persistence and achievement, while stress, physical health, and administrative support played indirect roles in overall well-being. Regression analysis confirmed the predictive strength of these factors. Student feedback highlighted the need for additional practice problems, tutoring, and online resources, while faculty emphasized challenges in conceptual understanding, mathematical skills, and workload management. Addressing these concerns through evidence-based teaching, flexible assessments, and targeted interventions can enhance student performance. Universities should integrate personalized learning, motivation-driven strategies, and institutional support to foster resilience and long-term academic success.

Tweetable Abstract

Academic success in Physical Chemistry is shaped by prior achievement, study habits, motivation, and peer interactions. Structured pedagogy, self-efficacy, and institutional support drive performance.