Understanding the Relationship between Organic Chemistry Misconceptions and Students’ Chemistry Self-Efficacy in Higher Education Organic Chemistry Courses

Key findings from this study

• The study found that students with more foundational chemistry misconceptions reported significantly lower self-efficacy in first-semester organic chemistry.
• The authors report that students retaking organic chemistry were more likely to exhibit misconceptions at the course's start compared to first-time enrollees.
• The researchers demonstrate that addressing misconceptions early in the semester may support the development of student self-efficacy and improve course outcomes.

Overview

This study investigates the relationship between chemistry misconceptions rooted in pre-college foundational knowledge and self-efficacy beliefs among first-semester organic chemistry students. The research addresses a gap in the literature by examining how early misconceptions influence student confidence in college-level organic chemistry, moving beyond previous studies that focused primarily on instructional pedagogy.

Methods and approach

The researchers surveyed university students using validated instruments aligned with NGSS-aligned foundational chemistry concepts and established self-efficacy scales. Data collection occurred during the first semester of organic chemistry. Students provided responses regarding conceptual understanding, confidence levels, and demographic background.

Results

A significant negative correlation emerged between the number of misconceptions and organic chemistry self-efficacy. Students exhibiting greater misconceptions reported lower confidence in their ability to succeed in the course. Notably, students retaking organic chemistry demonstrated a higher prevalence of misconceptions at the semester's start compared to first-time enrollees, suggesting that unsuccessful prior attempts may reflect or reinforce conceptual gaps.

Implications

Early diagnostic assessment of foundational chemistry understanding could identify at-risk students before performance declines further. Explicit instruction targeting common misconceptions represents a potential intervention point for supporting self-efficacy development in organic chemistry courses. Instructors integrating foundational concept review alongside organic chemistry material may reduce conceptual barriers and improve overall student outcomes.

The persistence of misconceptions in students retaking the course indicates that standard remediation approaches may not adequately address underlying conceptual deficits. Tailored instructional strategies that directly confront specific misconceptions could prove more effective than general review or content acceleration. Further investigation of which misconceptions most strongly predict low self-efficacy would enable targeted pedagogical interventions.

Scope and limitations

This summary is based on the study abstract and available metadata. It does not include a full analysis of the complete paper, supplementary materials, or underlying datasets unless explicitly stated. Findings should be interpreted in the context of the original publication.