TRACKING THE STUDENT JOURNEY: A PRE- AND POST-SEMESTER ANALYSIS OF A FOUNDATION CHEMISTRY COURSE IN MALAYSIA
DOI:
https://doi.org/10.24191/qkj0re72Keywords:
Foundation Chemistry, Student Attitudes, Chemistry Learning Anxiety, Active Learning, Pre–Post SurveyAbstract
Understanding the evolving perspectives of students in foundational STEM courses is crucial for effective pedagogical design. This study assesses the full learning journey of students in a Malaysian foundation chemistry course using a pre-post longitudinal design. A survey instrument, featuring identical quantitative sections to measure attitudes, difficulties, and strategies, was administered at the beginning and end of the semester. Pre-semester baseline data confirmed initial student anxieties, particularly regarding calculation-based topics, and a reliance on passive learning strategies on chemistry course. A direct comparison with post-semester data revealed a significant positive evolution. While challenges with calculations and exam anxiety persisted, there was a notable increase in students' reported confidence and enjoyment of chemistry. Furthermore, students adopted more active learning strategies, such as using videos and valuing hands-on experiments. Post-semester qualitative data also highlighted that the lecturer’s clear and supportive teaching style was pivotal to this positive shift. The findings demonstrate that even when core academic challenges remain, a supportive pedagogical environment can significantly improve student engagement and attitude over a single semester.
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