Senocak, ErdalTatar, Erdal2024-09-192024-09-1920120124-5481https://hdl.handle.net/20.500.12483/15188The goal of this study was to identify the specific factors considered to have important influences on student success and failure in the introductory chemistry laboratory (ICL) courses. The study was conducted in two stages involving open-ended and Likert-type scales. Research data revealed that there were substantial similarities as well as differences between both groups in terms of their perceptions about factors influencing student success and failure. For instance, "lack of interest" was found to be the most likely factor that attribute to failure by both groups. The factor "a well-designed laboratory environment" by the teaching assistants (TAs) and "reading manual before entering the laboratory" by students were found to be the most influential factors that contributed to success. This paper also discusses results of the scales and possible implications for student success in ICL courses.eninfo:eu-repo/semantics/closedAccessIntroductory chemistryLaboratory instructionStudent and teaching assistant perceptionsStudent successArticle13271732-s2.0-84868687289N/A