Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses (Cox et al., 2021)

The study found that the shift to remote learning during the COVID-19 pandemic had a differential impact on students based on their demographics. Sophomore students reported the greatest decrease in motivation and satisfaction with their performance. Female students experienced lower motivation and a diminished sense of belonging in the course and STEM fields. Black/African students had lower motivation for remote learning compared to Asian/Pacific Islander and White/Caucasian students. White/Caucasian and Black/African students reported a lower sense of belonging in the course and STEM fields than Asian/Pacific Islander students. No significant differences were observed based on first-generation status. These findings highlight the need to consider the unique challenges faced by specific student populations when transitioning to remote or hybrid learning environments in STEM courses.

Cox, C. T., Stepovich, N., Bennion, A., Fauconier, J., & Izquierdo, N. (2021). Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses. Education Sciences, 11. https://eric.ed.gov/?id=EJ1314362