The influence of first‐year chemistry students’ learning experiences on their educational choices 1

The research reported here examined factors that influence student tertiary level chemistry enrolment choices. Students enrolled in a first‐year chemistry class were surveyed, using the Chemistry Attitudes and Experiences Questionnaire (CAEQ), three times throughout their academic year: at the start of the year (n=126), the end of the first semester (n=109), and the end of the second semester (n=84). Additionally, 19 students were interviewed using a semistructured interview protocol at the same stages throughout the year. A number of influences on student enrolment intentions are posited based on a modified version of Ajzen’s Theory of Planned Behaviour: learning experiences, attitude‐toward‐chemistry and chemistry self‐efficacy. The extent to which the students believe they had control over enrolling in chemistry and normative beliefs about enrolling in chemistry, also were investigated. Influential factors include chemistry self‐efficacy (both positive and negative), prior secondary school experiences and the fact that chemistry is compulsory for some programs. Normative beliefs exert indirect effect with students having associates in a science related field more likely to enrol in second‐year chemistry.