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

Organic chemistry is a cornerstone of higher education in the sciences, preparing students for careers in fields such as pharmaceuticals, biotechnology, and medicine. Despite its importance, the structure and pedagogy of organic chemistry instruction have remained largely unchanged for decades. Students frequently rely on rote memorization and often view the course as overwhelmingly difficult. While research on organic chemistry instruction has increased in recent years, little attention has been given to the role of foundational knowledge developed in middle and high school or its connection to students’ self-efficacy in college-level chemistry. Self-efficacy, the belief in one’s ability to succeed, has been widely recognized as a key factor in student achievement, yet the relationship between misconceptions in foundational chemistry and self-efficacy remains underexplored. This study investigates the relationship between university students’ chemistry misconceptions and their organic chemistry self-efficacy during the first semester of the course. Using validated instruments aligned with NGSS-aligned foundational chemistry concepts and established self-efficacy scales, students were surveyed on their conceptual understanding, confidence, and demographic background. Results revealed a significant negative correlation: students with more misconceptions reported lower self-efficacy. Additionally, students retaking organic chemistry were more likely to exhibit misconceptions at the start of the course. These findings suggest that addressing common misconceptions early in the semester could support the development of student self-efficacy and improve course outcomes. Organic chemistry instructors may benefit from integrating explicit instruction on foundational chemistry concepts to reduce barriers to student success.