2024 ASEE Annual Conference & Exposition

This abstract presents a study that explores the utilization of hands-on pedagogy as a means to enhance peer learning collaboration and curiosity among chemistry undergraduate students. The research seeks to instill confidence and competence in students' grasp of fundamental chemical principles, collaborative skills, and problem-solving abilities, while also nurturing their curiosity through the integration of active learning techniques, laboratory experiments, and interactive teaching methodologies. The study discusses an examination of the impact of hands-on pedagogy on students' peer learning collaboration and curiosity. The study was carried out among undergraduate students taking foundations in chemistry, which includes engineering and other STEM majors. The study adopted a pre-post-test design method where data on curiosity, peer learning and collaboration were collected via the use of the Motivated Strategies for Learning Questionnaire (MSLQ) and the Litman and Spielberger curiosity scale. A descriptive quantitative data analysis was conducted using SPSS v25.0, and the confidence interval for inferential statistics to compare pre-and post-test scores was set at 95.0%. The average difference between the pre and post test scores of the subscales ranged from 0.12 – 0.57, and there was a significant increase in peer learning, and collaboration (p<0.05). There was also a significant increase in one of the curiosity scales that was adopted (p<0.050). There was also a major difference in the grades of students who took courses where hands-on pedagogy was implemented compared to courses where the pedagogy was not implemented. The results indicate an increase in curiosity as a result of active engagement in hands-on activities, as well as the enhancement of peer learning and collaboration and the academic performance of chemistry undergraduates. These findings provide substantial implications for educators, curriculum developers, and educational institutions striving to enhance the educational journey of foundational chemistry STEM undergraduates. Recognizing the value of hands-on pedagogy in fostering collaboration, educators can better prepare students for academic success and prosperous careers in chemistry-related fields. Ultimately, this research underscores the significance of innovative teaching methods in nurturing the curiosity of chemistry undergraduates, thus advancing scientific knowledge, and fostering innovation in the field.