Evidence of Success: Active Learning and Culturally Relevant Pedagogy Implemented Within General Chemistry at a Hispanic-Serving Institution

• In Event: Community, Pedagogy, and Possibility

Abstract

To address a high drop-fail-withdrawal (DFW) rate of a General Chemistry I course, researchers implemented a mixed-methods study whereby students in a formerly traditional lecture course received two interventions. By implementing POGIL, process oriented guided inquiry learning, and culturally-relevant pedagogy, students in this introductory chemistry course at a Hispanic-Serving Institution demonstrated academic success and increased feelings of sense of belonging, science identity, and self-efficacy. Results from this study contribute to informing best practices as educators, researchers, and practitioners identify how to serve Latinx students through bachelor STEM degree programs. What resulted from study interventions was an 11% course DFW rate in Spring 2023 compared to that of the institution’s historic course DFW rate of 38%.

Authors

• Maryanne Long, University of Texas - El Paso

• Paulette Vincent-Ruz, New Mexico State University