Improving Academic Performance through Pedagogical Strategies: Case Study of General Chemistry in the First Semester of University

Abstract

The study analyzes the implementation of Open Educational Resources (OER) and Information and Communication Technologies (ICT) in the teaching of General Chemistry at the National Polytechnic School (EPN) and its impact on the academic performance of first-semester engineering students. The research follows a quantitative and quasi-experimental approach, comparing control groups and two intervention groups (I1 and I2) over four academic periods (2022B - 2024A). The results show an increase in the passing rate in the intervention groups, reaching up to 83% in 2024A, in contrast to the control group which started with only 25.5% in 2022B. However, despite this improvement, final grades did not increase proportionally. Statistical analyses, including chi-square and ANOVA tests, reveal significant differences in some periods, especially in group I2. Several key factors were identified: the incorporation of virtual laboratories, interactive simulations and bi-monthly projects facilitated learning, but their impact focused on reducing failure rather than improving overall performance. The adaptation of the control group to intervention strategies in the last academic periods also leveled the differences. The study concludes that the use of OER and ICT is effective in increasing the pass rate, but new pedagogical strategies are required to improve overall grades and not just avoid failure.