Predictors of Chemistry Learning Achievement: A PRISMA-Guided Systematic Review and Bibliometric Mapping of Cognitive, Affective, and Demographic Factors

Abstract

An interplay of cognitive, affective, instructional and demographic variables influences the achievement of chemistry learning. In this paper, we have synthesized literature about predictors of chemistry learning achievement with a special emphasis on prior knowledge, mathematical readiness, spatial ability, self-efficacy, motivation, attitude, attitude causing achievement emotions, belonging, socioeconomic resources, gendered experiences and classroom learning environment. The review is conducted according to PRISMA 2020-apposite search strategy to enhance methodological transparency, clear databases, keywords, inclusion and exclusion rules, screening, quality-appraisal logic, descriptive bibliometric mapping and systematic narrative synthesis are reported. The studies vary in design, so it is not a pooled meta-analysis, but rather, the review designation is based on structured frequency mapping, domain-wise synthesis and patterning of evidence. It is postulated that the achievement in chemistry should be thought of in a model of integration where cognitive readiness and affective engagement interact with the opportunity structures. The best chemistry education involves early diagnostic evaluation, development of mathematical and spatial abilities, affective support, inclusive pedagogy and support of students of disadvantaged background.