New Perspectives in Science Education

Middle adolescent girls Chemistry performance often declines during secondary school, mostly due to the negative perception of their ability in the subject. Enhancing their Chemistry self-concepts during this phase is vital for retaining their Chemistry engagement and achievement and their subsequent progression into STEM careers. This research conducted with Grade 11 International Baccalaureate Diploma Programme Chemistry students at an all-girls international school, examine how their Chemistry self-concepts developed while they progressed through Grade 11 Chemistry course. Through semi-structured interviews, that were analysed using Interpretative Phenomenological Analysis, the research identified crucial classroom factors that shaped the students Chemistry self-concepts. The factors were collaborative classroom environment, supportive teacher-student relationships, sense of classroom belonging and Chemistry role models from family. A key insight from the research was the reciprocal relationship that exists between Chemistry self-concepts and academic performance. Students exhibited better performance when they had positive Chemistry self-concepts and the enhanced subject performance, in turn, strengthened their self-concepts in the subject.