Abstract:

First-year engineering students at the University of Cadiz (Spain) attend Physics laboratory sessions shortly after transitioning from secondary education. In this context, many students show gaps in foundational knowledge and limited ability to independently perform laboratory tasks. In addition, large student-to-group ratios and reluctance to ask questions in class often hinder a more profound understanding of the experiments.

To address these challenges, a teaching innovation strategy was implemented based on the provision of structured supplementary materials through a virtual learning platform. These materials include step-by-step laboratory guides and concise theoretical explanations, designed to support prior preparation and promote autonomous work during laboratory sessions.

As a key element of inclusivity, all materials were provided bilingually (Spanish and English), ensuring accessibility for both local and international students, including Erasmus participants. This approach aims to reduce language barriers while supporting diverse learning needs.

The intervention was implemented during the last academic year (2024-2025) with approximately 150 students enrolled in first-year engineering courses. Its impact is being evaluated through a comparison of laboratory performance indicators with those from previous cohorts. Initial observations indicate a positive effect on students’ ability to complete laboratory tasks and on performance in the practical component.

These findings suggest that structured and bilingual supplementary materials can support students in reducing initial knowledge gaps, enhancing engagement, and improving autonomy in laboratory contexts. This approach represents a practical and scalable strategy for improving teaching practices in first-year engineering education.

Keywords:

Higher Education, Teaching Innovation, Physics Laboratory, Success Rate, Bilingual Materials, Knowledge Gap.