Is general chemistry too costly? How different groups of students perceive the task effort and emotional costs of taking a chemistry course and the relationship to achievement and retention

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2024-06-08 DOI:10.1039/D4RP00034J
Cassidy L. Wilkes, Madelyn M. Gamble and Guizella A. Rocabado
{"title":"Is general chemistry too costly? How different groups of students perceive the task effort and emotional costs of taking a chemistry course and the relationship to achievement and retention","authors":"Cassidy L. Wilkes, Madelyn M. Gamble and Guizella A. Rocabado","doi":"10.1039/D4RP00034J","DOIUrl":null,"url":null,"abstract":"<p >Chemistry is often daunting for college students, contributing to high attrition rates in STEM majors. This study explored students' perceptions of the challenges in studying chemistry, including task effort and emotional costs. We examined how these perceptions, along with goal approaches, impact academic performance and retention in general chemistry. Utilizing cluster analysis of survey data and content analysis from student interviews, we investigated students’ profiles of perceived cost and goal approaches and how these related to the course performance and retention. Our analysis revealed that students who experienced lower perceived costs and were able to focus more on their mastery goals, tend to perform better, and persist in the course at higher rates. Conversely, students who perceived higher costs tend to drop the course more frequently, viewing chemistry as irrelevant to their future goals. These students prioritized performance goals over mastery, resulting in poorer performance. These results suggest that by addressing students’ perceived costs through interventions, students may focus more on their mastery goals, consequently improving their learning and understanding of the material.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 1090-1104"},"PeriodicalIF":2.6000,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chemistry Education Research and Practice","FirstCategoryId":"95","ListUrlMain":"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d4rp00034j","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Chemistry is often daunting for college students, contributing to high attrition rates in STEM majors. This study explored students' perceptions of the challenges in studying chemistry, including task effort and emotional costs. We examined how these perceptions, along with goal approaches, impact academic performance and retention in general chemistry. Utilizing cluster analysis of survey data and content analysis from student interviews, we investigated students’ profiles of perceived cost and goal approaches and how these related to the course performance and retention. Our analysis revealed that students who experienced lower perceived costs and were able to focus more on their mastery goals, tend to perform better, and persist in the course at higher rates. Conversely, students who perceived higher costs tend to drop the course more frequently, viewing chemistry as irrelevant to their future goals. These students prioritized performance goals over mastery, resulting in poorer performance. These results suggest that by addressing students’ perceived costs through interventions, students may focus more on their mastery goals, consequently improving their learning and understanding of the material.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
普通化学的成本是否过高?不同群体的学生如何看待化学课程的学习任务和情感成本,以及学习成绩和保留率之间的关系
化学往往令大学生望而生畏,导致 STEM 专业的学生流失率居高不下。本研究探讨了学生对学习化学所面临挑战的看法,包括学习任务和情感成本。我们研究了这些认知以及目标方法如何影响普通化学的学习成绩和保留率。利用对调查数据的聚类分析和对学生访谈的内容分析,我们研究了学生对成本和目标方法的认知概况,以及这些与课程成绩和保留率的关系。我们的分析表明,感知成本较低、能够更加专注于掌握目标的学生往往表现较好,坚持学习的比例也较高。相反,那些认为成本较高的学生往往更频繁地放弃该课程,认为化学与他们未来的目标无关。这些学生将成绩目标置于掌握目标之上,导致成绩较差。这些结果表明,通过干预措施解决学生感知到的成本问题,学生可能会更专注于掌握目标,从而提高学习效果和对教材的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
Guidance on the data availability statement requirement in CERP The use of mobile technology in abductive inquiry-based teaching and learning of chemical bonding Improving the teaching of entropy and the second law of thermodynamics: a systematic review with meta-analysis “I’m still here and I want them to know that”: experiences of chemists with concealable identities in undergraduate research A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1