ArticleF1000Research2025
Implementation of didactic strategies for assurance of learning with students at risk of academic failure in general chemistry.
Article in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Assurance of Learning is a process focused on ensuring the quality and effectiveness of education. It involves implementing practices, policies, and procedures intended to ensure the development of skills, competencies, and knowledge expected in a specific educational program or course. In the subjects Chemistry and General Chemistry I at the Universidad de La Sabana, persistent issues with low academic performance have resulted in rising course repetition rates, lack of motivation, and student dropout. Methods: The present study examines targeted didactic strategies for students at risk of academic failure in these subjects, representing an innovation in the field of education and contributing to the domain of learning assurance in Chemistry. It was conducted under a mixed-methods approach with a quasi-experimental and cross-sectional design. A predictive trend analysis was carried out, and strategies were identified, selected, and implemented with consideration for students' perceptions and assessments. Two samples were analyzed: a characterization sample of 411 students who took the subjects between the second semester of 2020 and the first semester of 2023, and an experimental sample comprising students from the second semester of 2023 and the first semester of 2024. Results: The results revealed that participation in the implemented strategies led to improved academic performance, particularly for students with lower Saber 11 scores. Strategy 1 (leveling course) showed the greatest positive impact, with statistically significant differences in performance. Moreover, students reported high satisfaction with the strategies, especially regarding their usefulness, engagement, and relevance. Conclusions: These findings suggest that personalized and contextualized didactic strategies are effective in supporting students at risk of academic failure in general chemistry courses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.