New learning methodologies applied to general chemistry for engineers: incorporation of the puzzle approach to improve academic performance
The present study aims to evaluate the positive effects in university engineering students’ subject of chemistry of applying the puzzle methodology in a quasi-experimental design. Results from the evaluation of four student groups (64¿±¿1 students) in two different academic courses (2023–2024 (M5 an...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/443149 |
| Acceso en línea: | https://hdl.handle.net/2117/443149 https://dx.doi.org/10.1080/2331186X.2025.2552356 |
| Access Level: | acceso abierto |
| Palabra clave: | Puzle learning Jigsaw Learning active learning Chemistry for engineers Cooperative methodologies Higher education Àrees temàtiques de la UPC::Enginyeria química |
| Sumario: | The present study aims to evaluate the positive effects in university engineering students’ subject of chemistry of applying the puzzle methodology in a quasi-experimental design. Results from the evaluation of four student groups (64¿±¿1 students) in two different academic courses (2023–2024 (M5 and M7 groups classes conducted as usual) and 2024–2025 (M5 and M7 groups with the application of the jigsaw/puzzle methodology at the end of each topic)), are presented. Students enrol in different groups (M1-M9) depending on their university entrance exams marks. Hence, students with higher qualifications enrol first, typically resulting in group M7 students having lower scores than M5 group. When comparing the reference and experimental scenarios, no significant differences were observed in the average grades for the M5 groups. However, a shift in grades distribution was observed, marked by a decrease in 5–6 grades and a corresponding increase in the 6–10 range. On the other hand, significant differences (t-test, p¿=¿0.05) were observed for the M7 groups between the reference and experimental scenarios, with the experimental scenario consistently showing higher average grades, with a switch from 40% to 65% course pass. Additionally, the use of the jigsaw technique led to increased student satisfaction with the course. |
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