Student Support-Seeking Behaviors in General Chemistry and Introductory Physics Courses: An Exploratory Study Using Simple Ego-Network Analysis Methodology

• Christopher M. Wally ^[1] ; Kathryn G. Miller ^[1] ; Regina F. Frey ^[2]
  1. [1] Washington University in St. Louis

     Washington University in St. Louis

     Estados Unidos

     
  2. [2] University of Utah

     University of Utah

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 6, 2023, págs. 2105-2115
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • A little studied aspect of supporting students in large introductory STEM courses is examining from whom students seek information and advice when they are struggling in or need advice about issues related to large introductory courses. The current study explores student support-seeking behavior related to academic issues or concerns in their General Chemistry and Introductory Physics courses using a simple ego-network analysis survey approach. Students (n = 1,581) were asked to list specific individuals they went to for three different categories of support: advice, help, and emotional support; the role of these individuals (peer, faculty, student mentor, etc.); and frequency of contact with those individuals. Results indicate that nearly all students consulted others for support or information related to their courses and a majority of students (67–75%) sought input from others for all three categories: advice, help, and emotional support. Peers at the same institution were the most common role category sought for any reason (by 70–75% of students). Approximately half of students surveyed listed at least one faculty member and approximately half listed at least one academic advisor as a source of support. Other potential sources of support (e.g., peer leaders, student mentors, family) were sought by fewer students. Students also reported interacting most frequently with their peers, followed by faculty, and then advisors. Implications for STEM instructors are discussed, including suggestions for classroom practices that might promote students’ use of sources with the best knowledge of effective strategies for solving course-related problems, such as faculty and upper-level students in formal course-support roles.