Bridging courses: Good learning environments for engaging students?

Abstract

Bridging courses designed to improve students’ experience and to develop knowledge required for successful tertiary study are relatively widespread; however, little work has been done examining their effectiveness. The current study focused on students who were undertaking a first year chemistry unit of study at the University of Sydney designed specifically for students with little or no prior knowledge of chemistry. Students were grouped according to their chemistry backgrounds and it was established that those students who completed the bridging course academically outperform those with no prior chemistry study. Both academic and non-academic factors related to the bridging course, such as students’ levels of prior knowledge and their confidence in their own learning, are considered.