This study examines factors influencing student confidence in solving problems and their perception of learning in undergraduate chemistry courses.  Surveys measuring student-reported confidence levels indicate the extent to which their confidence in solving problems improves when they work in small groups of 3-4 compared to working individually.  Upon examining over 1500 student responses to more than 150 problems/exercises, average confidence levels increased to a value of approximately 8 out of 10 when students worked in small groups compared to that of 6.5 out of 10 when working individually.  Additionally, students ranked the relative degree to which various course features and instructional practices influenced their perceived learning experience.  Of eight factors examined, students ranked (i) opportunities to revisit assessments, (ii) instructor feedback, and (iii) class environment as most influential on their learning.  Student perceived learning levels were also matched to the levels of effort and pleasure that they reported experiencing in their coursework.  Results indicate a slight positive correlation between students’ perception of learning and the total amount of reported pleasure, but not effort.  Taken together, this suggests the importance of facilitating group work, multi-stage assessments, and providing high-quality feedback to students within a positive and pleasurable course experience.

Enhancing student confidence in solving problems and their perception of learning in undergraduate chemistry courses

ACS Spring Meeting 2021

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