Effects on the evaluation process of organic chemistry subjects in two languages

• Autores: María Albert-Soriano, Xavier Marset Gimeno, Paz Trillo Alarcón, Alejandro Baeza Carratalá, Diego A. Alonso Velasco, Rafael Chinchilla Cruz, Cecilia Gómez Lucas, Gabriela Guillena Townley, Diego J. Ramón Dangla, Isidro M. Pastor
• Localización: Investigación en docencia universitaria: diseñando el futuro a partir de la innovación educativa / coord. por Rosabel Roig Vila, 2017, ISBN 978-84-9921-935-6, págs. 22-30
• Idioma: español
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• Resumen

  • The Organic Chemistry Department of the University of Alicante offered their students the possibility of studying some Chemistry Degree subjects in English. The idea was that our students would acquire confidence and skills in technical English speaking and listening, learning specific technical vocabulary and concepts. Additionally, international students could take these subjects at our university, thus favouring exchange programmes. Our Research Network in the Organic Chemistry Department analysed the evaluation process, considering all the activities during the Continuous Assessment and Final Exam for two compulsory subjects (Organic Chemistry and Structural Determination of Organic Compounds). In this context, we analysed the differences in learning and results achieved by the students of the English taught groups compared to the groups taught in Spanish. Obtained marks during Continuous Assessment activities, Final Exam and Final Grade were similar in both groups, the English groups performing slightly better. As only 21% of students took part in the English groups, their student/teacher ratios were lower than for the Spanish-taught counterparts, which could be the reason for the small differences in the final results.