Evaluation of the redesign of first year chemistry tutorials

Chi Baik and Kerri-Lee Harris
Funded by: School of Chemistry, University of Melbourne
Date: 2007-2008

In recent years first year Chemistry tutorials at the University of Melbourne have been redesigned involving a variety of changes to the learning environment as well as a revision to the curriculum to provide a more interactive tutorial program in which collaborative learning and problem-solving are encouraged. This study evaluated the influence and effectiveness of these changes. The perceptions and experiences of 793 first-year students and 27 teaching staff were examined, including, specifically: