Abstract
In the academic journey, students frequently encounter challenges related to anxiety and interest in subjects like General Chemistry, which can affect their proficiency. This study aimed to explore the relationship between anxiety, interest, and their perceived level of proficiency in General Chemistry among STEM students, while identifying common causes of anxiety and the coping strategies employed. Anxiety, characterized by tension and fear, often impairs students’ performance and reduces their interest in mastering the subject. This study utilized both qualitative and quantitative methods, data were obtained through the administration of a survey questionnaire. The study found that students generally stay interested in General Chemistry, but many feel anxious, which affects their level of proficiency. Doing well in both basic and advanced Chemistry topics is connected to anxiety levels. The study also found gender has a significant difference in interest but not in anxiety. The findings showed that anxiety is important in how well students think they are doing, and that there is a need for good ways to deal with these problems. The study suggests improving teaching methods, getting ready for classes, and managing stress to help students do better in General Chemistry. Making a helpful and fair learning space is really important for making students better at General Chemistry and keeping them interested.
