Block Teaching of Chemistry Tutorial and Laboratory and the Effect on Competencies and Lesson Experience

Abstract

There is currently a lack of recent research on the advocated benefits of block teaching in higher education (HE) science, technology, engineering, and mathematics (STEM) laboratory courses. This study compares chemistry competencies in in-laboratory and post-laboratory summative assessments between traditional and block (or hybrid block) schedules. Students were from a freshman diploma course in chemical engineering at an institute of higher learning (IHL) in Singapore. In the first semester, all laboratory and tutorial lessons were blocked for three classes, and all students received the same instructional materials. In the second semester, the block schedule was converted into a hybrid block with a mix of independent and block lessons. This allowed for extended exploratory activities, while baseline learning continued for the other three traditional classes. In all subjects, there were no significant performance differences between schedules. A literature-based perception survey revealed deficits in students’ thinking and affective engagement. The results were discussed in view of cursory findings from post-survey focus group discussions as input for future improvements in lesson design.