Predictors of Chemistry Learning Among First Year University Students

Abstract

Early diagnosis of prevailing factors that either promote or impede learning is necessary in order to minimize problems in chemistry instruction and overall student performance. Extracted from reports on various factors affecting the teaching and learning of Chemistry, this study draws out determinants that affect first year university students’ achievement in chemistry courses. Using descriptive-correlational research, university students (n= 253) were surveyed using a checklist instrument (CKI = 0.70) to determine the factors that influenced their Chemistry learning. Multiple regression analysis revealed five determinants that significantly correlated with their achievement in this course namely, high school chemistry grade, parents' educational attainment, books, type of school enrolled, and fire extinguishers. A supportive learning environment along with other motivational factors can help underprepared students to be academically successful even in the most challenging course like Chemistry.