Knowledge gaps and academic backgrounds

Efforts to widen participation at university level has led to an increased number of students with non-traditional academic backgrounds (i.e. without A2 levels). This study investigated the impact that entry profile has on students’ academic knowledge and levels of understanding. Focus was paid to the perceptions of Level 1 Forensic Science students in their ability to understand concepts of chemistry. Comparisons were made between responses from two groups of students, - those with A2 level chemistry and those without.

The findings from this study revealed significant differences between the two groups. However, until further work is carried out, it is not possible to determine whether such differences were due to curriculum content or other socioeconomic factors.

This research project was carried out as part of the Post Graduate Diploma in Research Informed Teaching.

CELS has also developed a Molecular Geometry learning resource for first year chemists. These materials were based on a similar study carried out in 2003.