P866: Student self-efficacy and perception of the chemistry supplemental instruction program: A qualitative analysis [WITHDRAWN]

Author: T. Christina Valverde, Texas State University, USA

Co-Author: Robert F. Reardon, Debra A. Feakes and Lindley W. Alyea, Texas State University, USA

Date: 8/6/14

Time: 3:40 PM4:00 PM

Room: MAK B1138

Related Symposium: S59

Chemistry courses at Texas State University and elsewhere historically have a high rate of attrition. Academics who are concerned with students’ academic achievements point out two major factors that influence students’ performance in chemistry courses: students’ perception of chemistry and students’ self-efficacy (SE). Additionally, scholars propose that a students’ perception of chemistry can affect positive or negatively their accomplishments and argue that the higher students’ SE are towards chemistry, more likely they are to succeed. The Supplemental Instruction (SI) program has been shown to improve student performance and has been used to assist students in science, technology, engineering, and mathematics (STEM) courses. This study investigates the relationship between a student’s perception of chemistry, their self-efficacy, and the SI program, to better understand how these factors related to academic accomplishments. For this study, 2,796 chemistry students enrolled during Fall 2011 to Spring 2013 received general and chemistry SE surveys, and 42 participants were interviewed – ten SI leaders and 32 Chemistry undergraduate students. The results show that despite students having an initial negative perception of chemistry, positive academic experiences and participation in the SI program improved SE. These experiences also led to a change in how students perceived chemistry in subsequent courses taught in the Department of Chemistry and Biochemistry at Texas State University.