Authentic Hands-On Learning Approaches for Bulky Student Cohorts in General Chemistry Laboratory Using Case and Peer Assessment

Abstract

General chemistry is an introductory course for various university study programs and often includes a “recipe-like” approach to laboratory training, resulting in students not perceiving the training as relevant for their future studies or working lives. To address this challenge, efforts were made to increase the relevance and learning outcomes of hands-on training for bulky student cohorts from four nonchemistry study programs by introducing a novel learning experience consisting of a “get-ready step”, a case-based laboratory exercise followed by peer assessment of the case report, and a reflection note. The “get-ready step” involved a traditional laboratory exercise in which students prepared reports using a template and predefined assessment criteria and received feedback from trained personnel. The case and peer assessment were designed as an assignment for a chemical analysis company involving spectrophotometric quantification of phosphate in sewage samples, with quality assurance (in terms of peer assessment) of the reports for the client. Student’s (n = 266) perceived learning outcomes were collected for two academic years using a five-point Likert scale for evaluation and reflective notes. Additionally, observations in the laboratory were conducted. Approximately 90% of the students agreed or strongly agreed that the case gave them insight into the real-life application of chemistry and how chemistry can contribute to a more sustainable society and that contextualization of the laboratory assignment enhanced their learning. Many students found the case motivating, but it is worth noting that a small group found it unmotivating. Most students found the developed assessment criteria to be crucial for writing and evaluating reports. Assessment criteria and peer assessment made the students more aware of their own mistakes. Although many students had a good learning outcome from receiving feedback from fellow students, the students perceived a learning benefit from receiving feedback that was lower than that from giving feedback. The observations during the laboratory work showed that the students were well-prepared and actively engaged. They demonstrated critical thinking and reflection, communicated effectively within groups, and sought assistance when necessary. Overall, the students appreciated the educational value of the novel learning design, underscoring the positive impact of the authentication of general chemistry to increase the course relevance and learning outcome for first-year students.