Active learning engages students through discussion, problem solving, and writing rather than passive instruction (Pappalardo & Gunn, 2013), and is associated with improved learning outcomes and retention (Ott et al., 2018). Building on this evidence, a series of structured active-learning workshops (ALWs) was designed to replace traditional group seminars in an introductory chemistry unit promoting collaborative learning and increasing student participation.
Seminar sessions were redesigned as two-hour, face-to-face ALWs delivered fortnightly linked to lecture topics. Each workshop followed a consistent four-task structure, comprising small-group activities of 20-30 minutes each, alongside a 1% online graded quiz. The ALWs were designed to promote active-learning through hands-on, collaborative tasks, including chemistry crossword puzzles and bingos, hexagonal concept mapping, escape-room-style calculations, molecule-building activities, and group trivia sessions. Workshops were piloted and iteratively refined prior to large-scale implementation in 2025.
Data were collected from 503 students using the paper-based SPIRES (Self-Determination, Purpose, Identity, and Engagement in Science) questionnaire during the final laboratory session after five of six workshops, capturing ALW learning experiences, demographic information, and before-after ALW measures of student motivation.
Among survey respondents, ALW participation was high (median=5 sessions; 56.9% attended ≥5 sessions; N=289), compared with approximately 15% attendance in the previous seminar format. The ALWs were perceived as more active than usual classes by 68.5% of students (N=348). Before-after ALWs analyses showed significant gains in purpose in science (p=0.031) and positive relationships and collaboration (p=0.005) for the overall cohort. Consistent gains in positive relationships and collaboration were also observed across multiple demographic groups, with lower before-ALW and higher after-ALW mean ranks for female students (p=0.010), non–first-in-family students (p=0.014), domestic students (p=0.008), non-repeating students (p=0.008), and students not speaking another language at home (p=0.003).
These findings suggest that structured ALWs offer a practical, scalable way to increase participation, strengthen peer connection and collaboration, and support purpose in science in first-year chemistry.