A Mixed-method exploration of students' perception in organic and general chemistry lab

Abstract

Abstract

Chemistry laboratories have the potential to serve as more than merely training grounds for fulfilling fundamental coursework requirements or developing technical skills; they can also serve as catalysts for igniting student interest in STEM fields. Nevertheless, the current lab designs frequently emphasize routine procedures and verification exercises, which may result in a disconnection between these practical experiences and real-world issues such as pollution and sustainability. This disconnect may leave students feeling uninspired and disengaged from the broader significance of their learning. A distinct need exists for laboratories that are more effective than verification exercises to leverage the power of laboratories and address this disconnect fully. It is imperative that we encourage learners to reflect on the learning process, determine their strengths and weaknesses, and cultivate self-awareness. In order to accomplish this, the objective of this investigation is to investigate the variables that influence students' assessments of chemistry laboratories. We are interested in examining the impact of factors such as student interest, laboratory environment, relevance to course content, and external contributors. We aspire to perpetually apply the results of our research to revolutionize the way chemistry labs are taught. The objective of this study is to identify the primary factors that have a substantial impact on student perceptions, to offer valuable insights into current research, and to provide educators with actionable information. We aim to cultivate a collaborative effort among researchers and educators to create more effective and engaging learning environments that positively influence student perceptions in chemistry labs, thereby contributing to the ongoing dialogue.