A Learning-to-learn Program in a First-year Chemistry Class

This article describes a national teaching project which set out to address the problem of high student attrition and failure in a érst-year introductory chemistry topic, through the introduction of a student-focused learning-to-learn program presented in context and which uses authentic course materials. The program focused on developing students’ understanding of the learning process and of their own learning, both in general and in chemistry in particular. As part of the project the student approach to learning was evaluated and monitored by use of the Biggs study process questionnaire (SPQ). Results indicate that students who participated in the program were less inclined to engage only in surface learning activities, achieved better assessment outcomes and persisted with their studies. The 1997 class as a whole showed an overall increase in pass rate and a decline in attrition rate compared to the 1996 cohort. SPQ scale scores were generally not powerful predictors of academic success but positive correlation was observed with the deep approach and achieving approach scales for the third SPQ trial period.