Perceptions of Student Success in Post-Secondary Chemistry Courses

Chemistry is the foundational course for any science major, as well as many post-baccalaureate programs. However, chemistry courses in higher education are considered highly impacted and continue to have high failure rates every semester. Current research in science, technology, engineering and mathematics (STEM) education identifies those students struggle due to their reliance on memorization to understand foundational concepts. Not much is known about what successful students have experienced, the development of their STEM identity, or their methods of studying. The present qualitative study explores how four successful students negotiated key bonding concepts in general chemistry and how these experiences shaped their STEM identity and self‑efficacy during the COVID‑19 era of online learning. Semi‑structured interviews were analyzed thematically using grounded theory, with member checking, triangulation of artefacts, and an audit trail to enhance trustworthiness. Three major themes emerged: (a) positive experiences that sparked engagement, (b) strategic independence that bolstered confidence, and (c) instructional strategies (visualization, depth of explanation, authentic problems) that students found most helpful. Implications for equity‑oriented pedagogy and universal design for learning (UDL) in chemistry are discussed.