Identifying Skill Inequalities in Undergraduate Chemistry Laboratory Teaching

Abstract

Designing effective laboratory courses that take prior knowledge and experience into account are important for reducing inequalities and skill gaps within higher education. Whilst many anecdotal trends are known, this study aims to provide quantitative confirmation of skill gaps within first year undergraduate students. Students that studied A-level chemistry considered themselves both more experienced and more confident in a number of lab skills when compared to students who had completed either Scottish Highers or the International Baccalaureate—with skills involving more sophisticated equipment the most likely to differ. A similar relationship was observed between private and state funded schooling respectively, perhaps linked to the fact that a much higher proportion of A-level respondents were privately educated. International students displayed similar experience and confidence in general lab skills compared to students from the UK, but were less confident in their written and spoken English skill—despite the fact that 91% of them completed their final school education in English. International students were also less confident in their ability to design experimental methodologies. Covid-19 continues to have an impact on recent student cohorts, with Scottish students experiencing higher levels of disruption. It is hoped that confirmation of these long-held preconceptions, and the identification of the specific lab skills that vary most with educational background, will help future course design provide focused support to the students who need it most.