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Course selection by post-secondary chemistry students plays a pivotal role in shaping their tertiary academic trajectory across diverse fields. [1] Student decisions reflect a complex interplay of motivations, that influence their educational journey and impact curriculum design, pedagogical approaches, and support systems within Chemistry Education. [2] This study involved an analysis of students' preferences in University of Malta (UM) courses that require Intermediate (IM) or Advanced (AM) Chemistry as an entry requirement or an option. A questionnaire was administered to UM students and Sixth Form Chemistry teachers. The responses obtained unveil seven themes: influence, misconceptions, motivation, perception, career aspirations, [3] acquired skills, and chemistry promotion. These themes shed light on converging and diverging viewpoints, offering valuable insights into the factors shaping students' decisions. Noteworthy findings included misconceptions that students hold about Chemistry, including perceptions of a difficult subject, [4] underestimation of its importance, and perceived limited career opportunities. The study showed the significance of incorporating real-world applications, practical examples and context-based approaches into the curriculum, and the highlighting of job opportunities to make the subject more relevant. Moreover, while Chemistry serves as a conduit to medical courses, it needs to be promoted as a stand-alone discipline; students may also explore alternative routes or consider options abroad. [5] Having IM and AM level Chemistry opens to a broader spectrum of career choices. The study showed the pivotal role of university students’ personal aspirations and interests underpinning their decision in pursuing Chemistry-related courses. Sixth-form chemistry teachers recognised factors as course requirements, prestige, societal influences, and personal interests but did not explicitly mention personal aspirations as a key response. Notably, within the field of Chemistry, diverse career aspirations emerged among UM students. There was a shared perception among UM students that educational institutions do not promote the subject adequately. These findings could contribute to a more informed and supportive framework for students navigating tertiary course choices in Chemistry.

References:

[1] Regan, E., & DeWitt, J. (2014). Attitudes, interest and factors influencing STEM enrolment behaviour: An overview of relevant literature. In Understanding student participation and choice in science and technology education (pp. 63-88).

[2] Thake, E. (2023). Courses Requiring Intermediate / Advanced Level Chemistry at the University of Malta: An Analysis of Students’ Choices (unpublished Master’s dissertation).

[3] Magro, M., & Musumeci, M. (2019). Trends and patterns in subject choice by science students at sixth form level in Malta. In Conference Proceedings: New Perspectives in Science Education.

[4] Southerland, S. A., Johnston, A., & Sowell, S. (2006). Describing teachers' conceptual ecologies for the nature of science. Science Education, 90(5), 874-906.

[5] Chen, X. (2013). STEM Attrition: College Students' Paths Into and Out of STEM Fields (NCES 2014-001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.