Enhancing Student Engagement and Success in General Chemistry Through Supplemental Co-Class Models

Area of Science:

• STEM Education
• Higher Education Pedagogy
• Educational Psychology

Background:

• The COVID-19 pandemic necessitated a shift to remote learning, creating significant challenges for students, particularly those transitioning from high school to college.
• Existing educational disparities were amplified by the lack of in-person instruction, impacting first-generation and low-income students disproportionately.
• Traditional large lecture formats in General Chemistry often foster a competitive environment, hindering engagement and self-esteem.

Purpose of the Study:

• To develop and evaluate an in-person supplementary course (CHE 98) designed to improve academic outcomes and facilitate the transition to college-level learning.
• To provide targeted academic and social support for students in General Chemistry, with a focus on first-generation and low-income students.
• To assess the impact of a small-group, supportive learning environment on student engagement, self-esteem, and academic performance.

Main Methods:

• Implementation of an in-person supplementary course (CHE 98) at the University of California, Davis, for General Chemistry students.
• Offering small group sessions (10-20 students) to foster engagement, participation, and social support.
• Comparison of academic outcomes between students in the CHE 98 course and a control group.

Main Results:

• Approximately 63% of CHE 98 students achieved a grade of C or higher, compared to only 26% in the control group.
• CHE 98 students demonstrated improved academic performance and higher self-esteem.
• The smaller, supportive learning environment of CHE 98 led to increased student engagement and participation.

Conclusions:

• Targeted academic support, such as the CHE 98 course, is effective in improving student outcomes in STEM fields.
• Supplementary courses can successfully mitigate challenges faced by students transitioning to college, particularly those from underrepresented backgrounds.
• Small-group, supportive learning environments enhance student success and well-being in higher education.