Courses requiring intermediate/advanced level Chemistry at the University of Malta : an analysis of students’ choices

Abstract

This dissertation aims to examine students’ preferences by analysing the selection of University of Malta courses with Intermediate/Advanced Chemistry as requirement and/or options. It focuses on the underlying motivations and reasons that drive university students to select tertiary courses that specify Intermediate/Advanced level chemistry. It also analyses and discusses how studying chemistry at an Intermediate/Advanced level restricts or broadens students’ career options and choices. A critical review of the theories related to student choices and enrolment were discussed, namely, the Rational Choice Theory, the Vocational Types Theory and the Social Cognitive Career Theory that focus on career development. The study examines student motivations and underlying reasons in selecting courses with Chemistry as a potential entry requirement and whether they are restricted in their choices or not. This research study addressed a significant gap in the existing literature. A mixed methods approach was adopted. This consisted of two research instruments: the analysis of statistical data and the distribution of three self-administered questionnaires to different stakeholders, namely University of Malta students, Sixth form Chemistry teachers and University of Malta Course coordinators. The responses obtained were analysed where seven themes emerged: influence, misconceptions, motivation, perceptions, career aspirations, acquired skills and promoting chemistry. The findings for the three stakeholder groupings provided insights into their perspectives of each of these themes. Comparisons were carried out among stakeholders leading towards converging and diverging viewpoints. It is evident that these stakeholders hold different perspectives and experiences of influences, perceptions, motivations, career aspirations, and the role of Chemistry in education.