Investigation of the Factors That Influence Undergraduate Student Chemistry Course Selection

Autor/inn/en	Hinds, Elsa M.; Shultz, Ginger V.
Titel	Investigation of the Factors That Influence Undergraduate Student Chemistry Course Selection
Quelle	In: Journal of Chemical Education, 95 (2018) 6, S.913-919 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shultz, Ginger V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00833
Schlagwörter	Science Instruction; College Science; Undergraduate Study; STEM Education; Chemistry; Course Selection (Students); Student Surveys; Focus Groups; Student Attitudes; Institutional Characteristics; Student Placement; Individual Characteristics; Comparative Analysis; Nonmajors; Mixed Methods Research; Michigan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; STEM; Chemie; Course selection; Student; Students; Kurswahl; Schülerbefragung; Schülerverhalten; Schülerpraktikum; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	The introductory chemistry sequence is a common pathway for undergraduates pursuing science, technology, engineering, and math (STEM) and prehealth careers. Student's academic decision-making has far-reaching consequences for their trajectory, including persistence in the major and ultimate career choice. This phenomenon was studied using a survey and focus group interviews, which were conducted to better understand the factors that influenced student choice. Results were analyzed using exploratory factor analysis, from which personal and institutional factors were identified. Using binary logistic regression, we found that students who placed importance on institutional factors (placement test results, discussion with advisor, academic plans, course load, and confidence in preparation) were more likely to comply with their placement recommendation, whereas students who placed importance on personal factors (family and financial concerns, advice from friends and family, rumors about the course, and nonacademic obligations) were more likely to deviate from their placement recommendation. Focus group interviews were analyzed using the constant comparison method and supported the quantitative findings. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01