Abstract:

The introductory course on Advanced Chemistry within the Chemical Engineering program at Universitat Jaume I has faced a notable decline in both student grades and their approach to learning in recent years. In response, a series of targeted interventions were initiated last year to enhance student motivation and subsequently, their academic achievements.

Initially, strategies like the creation of a comprehensive repository of meticulously solved problems, tailored one-on-one tutoring to address individual learning obstacles, and supplementary sessions outside the regular curriculum were introduced. However, despite these efforts, the attained results fell short of expectations, registering a yield rate of 30.1% and a success rate of 44.4%.

Undeterred by these initial results, an intensified approach was initiated, building upon the previous actions. Enhancements were made to existing methodologies: the collection of solved problems was expanded with more detailed explanations, personalized tutoring sessions were extended for students facing significant challenges, and focused reinforcement sessions concentrated on complex subject areas. In addition, a novel initiative was introduced—weekly evaluated activities aimed at reinforcing the learning process.
The primary objective of this endeavor is to meticulously evaluate the outcomes of these initiatives during the 2023/24 academic year, involving a cohort of 46 enrolled students. The prime focus lies in assessing whether these measures have yielded a tangible improvement in students' comprehension of the subject material.

Extending beyond academic assessments, a comprehensive evaluation includes gauging student satisfaction through a structured questionnaire survey. This inclusive approach ensures that student feedback and experiences are integral in evaluating the efficacy of these implemented measures.

Acknowledgements:
This work was supported by the Unitat de Formació i Innovació Educativa (UFIE) of Universitat Jaume I. The authors thank the students' collaboration.

Keywords:

Advanced Chemistry, Chemical Engineering degree, teaching, learning quality, students’ academic performance.