Educational Innovation in a Chemistry Course for Engineering: A Comparative Study between Traditional Learning and Active Learning.

Abstract

This study compares the academic performance of first-semester university students in a General Chemistry course under traditional teaching method and an active learning approach that integrates flipped learning, problem-based learning, and peer learning. The results reveal significantly higher average academic performances in the active methodology compared to the traditional one. The findings support the effectiveness of a combined approach, addressing the limitations of traditional teaching and fostering an active learning experience.