Oral Presentation Royal Australian Chemical Institute National Congress 2026

Building bonds through active learning workshops in a large-enrolment first-year chemistry course (136905)

Pavani Halpelage 1 , Angela Ziebell 1 , Stephen George-Williams 2
  1. Deakin University, Melbourne, Victoria, Australia
  2. The University of Sydney, Sydney, NSW, Australia

Large-enrolment courses present persistent challenges to fostering students’ sense of belonging, particularly during the transition into university-level study (Tinto, 2017; Wang & Degol, 2017). Although active-learning approaches are widely promoted for improving student engagement and achievement, limited empirical attention has been given to how large-scale instructional redesigns influence students’ motivation and sense of belonging (Freeman et al., 2014; Ryan & Deci, 2020). This study addresses this gap by investigating changes in student motivation and belonging on changing from traditional group seminars (30-60 students) to active learning workshops (ALWs) in a large first-year chemistry unit at an Australian university.

The ALWs were designed to support active learning through hands-on, collaborative activities including, but not limited to, chemistry puzzles, hexagonal concept mapping, escape room style calculations, molecule building and group trivia sessions. Student motivation and belonging were measured using the pre-validated SPIRES (Self-determination, purpose, identity, and engagement in science) paper-based questionnaire grounded in Self-Determination Theory. SPIRES was administered to approximately half of the cohort, yielding 223 responses (67%; Trimester 2, 2024, before ALWs), and 229 responses (72%; Trimester 2, 2025, after ALWs).

Following the ALW implementation, significant gains were observed in purpose in science (p=0.031) and positive peer relationships (p=0.005) for the overall cohort. Subgroup analyses showed increased purpose in science for first-in-family students (p=0.013) and enhanced belonging for international students (p=0.025). Gender differences were evident, with enhanced belonging in male students (p=0.036) and increased peer relationships and collaborations in female students (p=0.010). Qualitative responses supported these findings, with students highlighting peer interaction and collaborative problem solving as key contributors to motivation.

Collectively, these results indicate that replacing traditional seminars with ALWs helped to enhance purpose in science, social connections and belonging in this cohort of students in a large-enrolment chemistry course, supporting scalable instructional redesign in gateway chemistry education.

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  2. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
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