Keywords

Chemistry Education, STEM Education, Tutoring Resources, Resource Accessibility, College Chemistry Readiness

Disciplines

Curriculum and Instruction | Education

Mentor

Dr. Thomas Pentecost

Abstract

For many students at Grand Valley State University, chemistry is a defining component of their education. Whether it is a requirement for their program of study or a general education requirement, thousands of students are required to complete at least one introductory or general chemistry course. Despite this, students often face significant challenges in their chemistry courses. This research examines the struggles that students face in introductory and general chemistry courses at GVSU, focusing on the topics that students find most difficult and the resources currently available to them. In Fall 2024, a survey was distributed to 1,628 students who had taken chemistry courses, assessing their high school chemistry experience, preparedness for college-level chemistry, and utilization of academic support services like the Tutoring and Reading Center (TRC) and Chemistry Success Center (CSC). This survey revealed that many students felt underprepared for college chemistry, with 47% reporting feeling either not prepared at all or only slightly prepared before taking college chemistry. Students identified key topics such as Stoichiometry, Intermolecular Forces, and Acids and Bases as areas where they struggled the most. Additionally, the majority of students expressed a desire for more resources, in the form of additional practice problems. Although GVSU offers tutoring services through the TRC and CSC, accessibility issues, including long wait times at the TRC and overcrowding at the CSC, were identified as significant barriers. This paper emphasizes the need for improved access to resources, enhanced college preparatory programs, and the development of targeted review materials to support student success in chemistry and promote retention in STEM fields.

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