Understanding Deeper Learning Competencies in General Chemistry Through Qualitative Analysis

Presentation Type

Poster

Conference Date

Spring 4-17-2026

Abstract

Introductory chemistry courses serve as critical gateway experiences that influence how students engage with learning and persist in STEM disciplines. While these courses are foundational, less is known about how instructional practices shape students’ learning behaviors and their ability to navigate academic challenges. This study examines student experiences in general chemistry during the Fall 2025 semester to better understand how course structures and learning environments support deeper learning and metacognitive engagement.

Using qualitative methods, students were interviewed in focus groups. The data obtained from the focus groups was transcribed and then integrated into MAXQDA, the software used to code the data. Interviewees' responses to the research questions were deductively coded using metacognition and the six deeper learning competencies framework and inductive coding.

Preliminary results indicate that student engagement in general chemistry was shaped by how they interacted with peers, responded to academic challenges, and made sense of course activities over time. Students consistently described working with peers during course activities as a space where chemistry concepts became clearer through discussion, comparison of reasoning, and shared problem solving. These collaborative interactions supported sustained engagement with the material and reduced hesitation to participate when concepts became challenging.

Presenter

J'Meeyah White

Faculty Mentor

Zakiya Wilson-Kennedy

Award

2nd Place, LSU College of Human Sciences & Education

Academic Major

Kinesiology

This document is currently not available here.

Share

COinS