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Using online surveys and instructor interviews, the research found students experienced a “transition within a transition,” with greater difficulty in chemistry than in overall university adjustment. Key misalignments included testing practices, curricular experience, and the amount of independent work, while students reported support resources were available but often not used for one-on-one interactions. Recommendations were developed for the instructional team.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/breaking-down-the-boundary-between-high-school-and-university-chemistry/598681/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/breaking-down-the-boundary-between-high-school-and-university-chemistry/598681.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What transition issue did the study highlight for students?","Question",{"text":112,"@type":113},"Students experienced a “transition within a transition,” finding chemistry transition more difficult than their overall university transition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the main areas of misalignment between high school and university chemistry?",{"text":117,"@type":113},"Students identified testing, curricular experience, and the amount of independent work as principal misalignment areas.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the study conducted?",{"text":121,"@type":113},"It used a mixed-methods, multi-phase design: online student surveys across two phases and interviews with introductory chemistry instructors in a third phase.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598681,1792211108,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","12  \nBreaking Down the Boundary Between High School and University Chemistry  \nNatashia Cunningham, Kris Knorr, Pippa E. Lock, & Susan L. Vajoczki  \nMcMaster University  \nThis study examined some of thefactors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.”Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.  \nIntroduction  \nS tudents proceeding from high school to university  \nmay be challenged by a variety of transition issues. This study explored the student experience during the transition from high school chemistry to university-level Introductory Chemistry, examining both curricular and non-curricular elements.  \nThe transition into post-secondary level studies has been an important topic of research in recent years, in terms of the contributing factors that can affect the degree to which a student positively adapts to the post-secondary level environment (Wintre & Yaffe, 2000; Wintre et al., 2009) . Some non-curricular factors that have been shown  \nto influence a student’s transition to the post-secondary environment include those related to the transition to anew learning environment, the transition to a new living situation (oftentimes a university residence or independent living in close proximity to the university campus), and increased independence, such as learning to budget time and money (Friedlander, Reid, Shupak, & Cribbie, 2007; Parker, Summerfeldt, Hogan, & Majeski, 2004; Wintre & Yaffe, 2000; Wintre et al., 2008; Wintre et al., 2009) .  \nA number of factors related to high school academic performance or curricular experience have been shown to have an effect on the transition to post-secondary studies. Students report that post-secondary courses are fundamentally different from high school courses, both in  \nterms of pace and instructors’ expectations (Conley, 2007) . Not surprisingly, a student’s high school grades are a strong predictor of academic success at the post-secondary level (Geiser & Santelices, 2007; Noble & Sawyer, 2002). Similar studies have demonstrated that the degree of academic success in high school chemistry correlates directly to the level of academic success in Introductory Chemistry at the post-secondary level (Beck & Davidson, 2001; Ogden, 1976) . Research has shown that students’ pre-existing (alternative) conceptions about scientific phenomena can interfere with students’ future learning of correct scientific principles or concepts (Driver & Erickson, 1983; Palmer, 1999, 2001; Posner, Strike, Hewson, & Gertzog, 1982; Taber, 2000) . Thus, chemistry concepts that may not be fully understood in high school can present significant learning barriers in university chemistry.  \nThrough this study, we have discovered a‘transition within a transition;’ namely, the students’experience of the overall transition into post-secondary education is perceived quite differently than the transition into Introductory Chemistry at McMaster University. Below we share data that support this notion.  \nDescription of Methods  \nThe subjects used for this study were students enrolled in Introductory Chemistry (CHEM 1A03) at McMaster ","cbCaig742MJmKNqz","https://ap.wps.com/l/cbCaig742MJmKNqz","pdf",129186,"English","# Introduction\n# Description of Methods","[{\"question\":\"What transition issue did the study highlight for students?\",\"answer\":\"Students experienced a “transition within a transition,” finding chemistry transition more difficult than their overall university transition.\"},{\"question\":\"What were the main areas of misalignment between high school and university chemistry?\",\"answer\":\"Students identified testing, curricular experience, and the amount of independent work as principal misalignment areas.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a mixed-methods, multi-phase design: online student surveys across two phases and interviews with introductory chemistry instructors in a third phase.\"}]","Breaking Down the Boundary Between High School and University Chemistry | PDF",1792087378,15]