Exploring Pre-Service Teachers Perceived Challenges and Learning Needs in Studying General Chemistry

The study explored pre-service teachers (PSTs) perceived challenges and learning needs in studying general chemistry using an embedded mixed-method design. A purposive sampling technique was used to select three colleges in the Ashanti, Bono, Bono-East, and Ahafo (ASHBA) zone whereas simple random sampling technique was used to select the 258 participants from level 100 primary education students across the selected colleges. Perceived challenges questionnaire (PCQ) and Learning needs questionnaire (LNQ) were the instruments used to collect data for the study. Descriptive statistics (mean and standard deviation) and inferential statistics (correlation analysis) were used to analyze the quantitative data, whiles qualitative data was assessed with thematic analysis (Braun and Clarke’s framework). The study revealed conceptual and reasoning, experimental, laboratory resources, pedagogical difficulties as key perceived challenges in general chemistry. The study, also revealed learning engagement, conceptual mastery, learning style, and confidence and competence building as desired learning needs. PSTs perceived challenges correlated positively, ρ (258) = 0.469, p < 0.01 with their learning needs. The study recommended baseline assessment of PSTs entry behavior prior to the beginning of chemistry course and engagement of PSTs in learner-centered, technology-driven, and differentiated instructions to address PSTs challenges and learning needs in chemistry education programmes.Subject AreasPedagogy