FACTORS ASSOCIATED WITH FEMALE STUDENTS’ CONCEPTUAL UNDERSTANDING OF ATOMIC ORBITALS AND HYBRIDISATION

Abstract

Research suggests that students, especially female chemistry students, often struggle with understanding atomic orbitals and hybridisation, sometimes holding misconceptions about these concepts. To add to what is known, we examined factors associated with female chemistry students' conceptual understanding of atomic orbitals and hybridisation. We collected data from 304 female chemistry students in upper-secondary school using a methodological triangulation mixed-methods approach that included questionnaires and interviews. Of these, 50 students participated directly in interviews. Exploratory factor analysis revealed three main factors associated with their conceptual understanding. Thematic analysis and narrative approaches were used to further interpret and support the quantitative findings. Since motivational beliefs emerged as one of the key factors, it is important for governments and organisations working towards Sustainable Development Goal 5 (SDG5) – gender equality – to provide targeted support for female chemistry students. Such assistance should aim to foster their interest and engagement with fundamental chemistry concepts like atomic orbitals and hybridisation. Keywords: All-female schools, factor analysis, female chemistry students, motivation, SDG5