Additional Chemistry in a First-Year Chemical Engineering Class: Students' Perceptions of Teaching, Learning Support and Assessmen

Domaine:

education

Type de record:

paper

Créateur:

TisKgaRet

Éditeur:

Aca

Hôte:

This phenomenographic study explored first-year chemical engineering students' perceptions of teaching, learning support, and assessment in an additional chemistry course within an Extended Curriculum Programme at a research-intensive university in South Africa. Drawing on qualitative data obtained through semi-structured interviews, the findings from the study revealed that students appreciated opportunities offered in the course, such as peer discussions, personalized support through tutorial sessions, and consultations. Students highlighted that the formative assessments provided in the course prepared them for examinations. However, they expressed concerns over the rushed delivery of organic chemistry content, limited conceptual scaffolding, and perceived overreliance on content memorization. These results highlight the importance of aligning teaching strategies and goals with students' learning needs. Moreover, the results reveal the importance of using student feedback to inform the design and delivery of a foundational chemistry course in diverse and academically transitional contexts. Keywords: Students' perceptions, Phenomenography, Extended Curriculum Programmes, First-year chemical engineering students

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