At the University of Guyana, Chemical Thermodynamics is traditionally considered a difficult course by the students hence participation and performance tend to be relatively low. Given the low student engagement observed in other courses early in the covid-19 pandemic, strategies were taken to improve student engagement in this course when it was offered in Semester 1, 2020-21. Strategies used were in-class, oral presentations by students and administration of smaller, more frequent assessments in the form of weekly quizzes. This study compared student engagement and its possible impact on student performance in Chemical Thermodynamics (class size of typically 100 students) in 2020-21 (online delivery) to 2018-19 and 2019-20 (face-to-face delivery).<br/>Significant increases in student engagement at lectures and student performance on the course were observed. Attendance at general lectures increased from less than 50% during face-to-face delivery to greater than 80% during online delivery. Each student was required to give an oral presentation on an aspect of the course content; presentations were followed by guided discussions which included presenter's defense and further explanation of the material shared. Performance on assessments revealed improvements in the following areas when the course was delivered virtually; overall pass rate, pass rate with grade C or above, mean final exam score and mean total score. The most notable increase was in the category of students attaining at least a grade 'C', this ratio moved from 54% to 76%.<br/>Strategies to promote student engagement were a mixed bag because a decrease in attendance and participation at tutorials was observed. Tutorial sessions allow for a deepening of understanding of the subject matter by providing opportunities for students to resolve more advanced problems however, in this instant, tutorials did not attract course credit. Visual inspection of the quizzes and final exam revealed very poor performances in resolving advanced problems, in many cases, questions of this type were not even attempted. It appears that student engagement is increased wherever the perceived reward is greatest.

Student participation in chemical thermodynamics: Adapting to online teaching and learning in a developing country

ACS Fall 2021

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