Bridging the Gap Between Study Skills and the First-Year Chemistry Curriculum

Abstract

General Chemistry I remains a gateway course for students in STEM fields, with many students dropping out of the course or switching to non-STEM fields after an unsuccessful first semester. The purpose of this article is to provide a framework for improving student performance in general chemistry using direct instruction in study strategies, specifically generative learning strategies. Twelve video-based modules teaching generative learning strategies applied directly to first-year chemistry concepts were implemented with 149 students at an undergraduate-focused university during the fall 2023 and fall 2024 semesters. These modules, which were integrated into a course management system, provided instruction and engagement in six separate literature supported strategies and their direct applications to course chemistry content. Strategies included comparing and contrasting diagrams, drawing, learning by teaching, making inferences, summarizing, and predicting via estimation. Use of these strategies provides insight into skills required for mastery of first year chemistry and also establishes a mechanism for implementing these strategies as a student support tool. The structure of these modules requires a small instructor time commitment after initial implementation and is a nonintrusive way to teach students how to apply study strategies to learning chemistry. Example course material used in the video modules along with preliminary assessment outcomes, suggestions for implementation, and future study are provided.