New entrants in scientific research often presume that quality and impactful research requires access to sophisticated and expensive instrumentation, resulting in discouragement for laboratories with limited in-house facilities. The present review, principally based on our laboratory work, challenges this concept by demonstrating that the foundation of meaningful research lies, to a good extent, in keen societal observation, inquisitiveness, logical analysis, and rationalization, rather than mere instrumentation; although none can ignore the complementary role and impact of tailor-made and other contemporary instrumentation when accessible. Through a series of conceptually driven strategies, largely developed in our laboratory, this review demonstrates how judiciously designed simple, strategic experimental techniques can yield productive, innovative, and socially relevant outcomes across photochemistry, biophysical chemistry, and general chemistry. The present review reports a breakthrough in using micelles as "broker" to improve the sensing ability of a fluorosensor toward biologically and environmentally relevant analytes such as Cu2+ by orders of magnitude, achieved simply by exploiting absorption and fluorescence spectroscopy; the first-ever demonstration of a cationic sensor detecting a cationic analyte in aqueous medium; selective detection of the highly toxic cyanide ion in water employing merely an absorption spectrophotometer; a low-cost strategy for the synthesis of gold nanoparticles of desired dimensions, where particle size can be measured using routine UV-vis spectrophotometry, rather than advanced and costly instruments such as TEM and SEM. This review further presents concept-based fundamental advances in molecular photophysics, including discovery and mechanistic understanding of S2 emission in some 1,2-dicarbonyl compounds, elucidation of asymmetric solvation of ESIPT-prone probes in protic solvents, and innovative strategies to overcome the spectral overlap constraint in Förster resonance energy transfer (FRET) by coupling it with other photoprocesses such as excited-state proton transfer (ESPT) or intramolecular charge transfer (ICT). Further, development of multifunctional composite hydrogels exhibiting exceptionally high proton conductivities is discussed, alongside novel mechanistically guided strategies like electrostatic pushing, micelle-mediated switchability of endogenous/exogenous modes for targeted drug delivery and cyclodextrin-assisted excretion of accumulated drugs from the cell membranes are presented. Collectively, these studies demonstrate how rational translation of societal observations into fundamental chemical principles can provide a balanced and realistic framework for conducting quality research by integrating conceptual innovation, accessible methodologies, and collaborative use of advanced infrastructure. The central objective of this review was to motivate early-career researchers, particularly working in laboratories with limited in-house resources, to pursue quality research through critical observation, creative thinking, and strong analytical insight with strategic and judicious use of accessible techniques, complemented by shared high-end resources.

Reinforcing General Chemistry Learning with Structured Daily Recaps: A Pilot Study

This study addresses the need for pedagogical innovation by evaluating the effectiveness of teacher-made video lessons combined with learners' activity sheets (LAS) on the performance of STEM students. The background of this research is rooted in the challenge of mastering difficult learning competencies, necessitating the development of an enhancement plan based on targeted interventions. The primary objective was to determine whether the integration of these digital and printed resources significantly improves student learning outcomes in complex subject matter. The researcher employed a quasi-experimental research design to gather data. The methodology involved identifying the least learned competencies and developing localized video lessons to address them. Data were gathered from STEM respondents via pretests and posttests, in addition to the provision of learners' activity sheets to promote interactive learning. The results, as reflected in the statistical analysis, revealed a substantial increase in student performance. The pretest mean score of 2.90 rose significantly to a posttest mean score of 12.30 following the intervention. Statistical testing yielded a calculated t-value of -28.85 and a p-value of .000, which is well below the 0.05 significance level. This indicates a statistically significant difference, leading to the rejection of the null hypothesis. The negative t-value further confirms that posttest scores were significantly higher than pretest scores. In conclusion, the integration of teacher-made video lessons and activity sheets is highly effective in improving STEM students' academic performance, suggesting that learners respond positively to diverse, modern techniques when tackling challenging topics.

This study assessed the learning gaps in science specialized subjects among Grade 12 STEM students at St. Paul University Surigao, focusing on General Biology, General Chemistry, and General Physics. Using a pre-experimental one-group pretest-posttest design, researcher-developed diagnostic and posttests aligned with K–12 curriculum competencies were administered to determine students’ levels of mastery before and after the instructional intervention. Results revealed that students initially demonstrated low-to-average mastery across most competencies, particularly in abstract and computation-heavy topics. After the intervention, which included guided instruction and laboratory-based activities, notable improvements were observed in several competencies; however, some areas still reflected only average or below-proficiency levels, indicating persistent learning gaps despite gains. The study concludes that although instructional strategies improved students’ performance, full mastery was not consistently achieved, suggesting the need for strengthened remediation, improved instructional materials, and further research on more effective teaching approaches in science education.

Demonstration experiments are an important instructional tool, as they allow for the visual illustration of theoretical concepts, stimulate students’ cognitive activity, and promote the formation of a stable understanding of the laws governing chemical reactions. The aim of this work is to develop and substantiate a methodology for conducting demonstration experiments on the oxidation of metals by oxygen and their interaction with sulfur, taking into account students’ age-related and cognitive characteristics, safety requirements, and the didactic principles of visibility, accessibility, and scientific validity. The study examines the methodology of conducting demonstration chemical experiments focused on the interaction of metals with oxygen and sulfur within a course of general and inorganic chemistry. The methodological value of the proposed experiments lies in their visual clarity, reproducibility, and the possibility of integrating them into various stages of a lesson, including the explanation of new material, consolidation, and generalization. Conducting these demonstrations contributes to the development of students’ chemical thinking, observation and analysis skills, and the ability to draw conclusions, as well as increases interest in chemistry as an experimental science. The main stages of preparing and conducting the demonstration experiment are described, including the selection of reagents and equipment, organization of the workplace, the sequence of experimental procedures, and methods for visualizing results (color change, heat release, luminescence, and the formation of solid reaction products). The study emphasizes the necessity of strict compliance with safety regulations when working with heating devices, reactive metals, and sulfur.

We report a qualitative investigation of enacted assessment practices among chemistry faculty members at two-year institutions who participated in a professional development program. Thirty-six faculty members attended a two-day assessment workshop followed by monthly discussions; eight consented to participate in the study. Data included a pre-interview survey, course syllabi, sample examinations, and semi-structured interviews focused on a single course taught by the participant: i.e., a general chemistry, organic chemistry, or general-organic- biochemistry course. Using deductive coding guided by the teacher-centered systemic reform (TCSR) model, we examined how context, teacher thinking, and personal factors shaped assessment development, administration, scoring, and post-administration use of evidence. Participants reported greater alignment between learning outcomes and examinations, increased attention to single-construct item writing, expanded use of partial credit, and more systematic, though modest use of item and test statistics to revise questions and instruction. In contrast, institutional policies, time, workloads, student preparation, instructor identity, and local assessment cultures limited full implementation of workshop knowledge and skills. Findings illustrate assessment reform as incremental, teacher-centered, and context responsive and suggest principles for the design of professional development experiences and future science education research.

Data from general chemistry and other first year courses at our university reveals an increasing disparity in DFW outcomes (i.e., grades of D or F or withdrawal) for First Generation college students (FGCS), defined at our institution as students for whom neither parent earned a bachelor’s level degree. To explore this trend and develop effective interventions, we have conducted a longitudinal study, framed around Nicholson’s transition theory and its associated four phases (preparation, encounter, adjustment, stabilization), on a student cohort entering in Fall 2023. Thus, a diagnostic instrument was given at the beginning of the Fall 2023 semester across all sections of general chemistry I (GCI) and again at the beginning of the following spring semester across all sections of general chemistry II (GCII). This diagnostic yielded nine distinct factors related to a) chemistry knowledge, b) attitudes toward chemistry, c) chemistry self-concept, and d) academic or course-level belonging. Probing the preparation and encounter phases, we find significant differences between FGCS and non-FGCS across five of the nine measures, with lower values observed for FGCS in every category apart from belonging uncertainty. Significant differences in midsemester and final GPA in GCI were observed, roughly 0.5 GPA point (4 pt scale) lower for FGCS. To probe the adjustment and stabilization phases, a paired analysis of the spring/fall diagnostic results was conducted, which revealed significant decreases for FGCS in sense of belonging and academic capability self-concept. At the end of GCII, we observed a similar, roughly 0.5 GPA point difference between FGCS and non-FGCS. Following this cohort to organic chemistry, where roughly the same percentage of each group made the transition, we find that the difference in GPA was smaller and no longer significant, suggesting that, at least for this cohort, subject/course level stabilization may have occurred by year 2. At the institutional level, retention data across the entire university shows a lower retention rate for FGCS, which initially widens but stabilizes by the end of the fourth semester, illustrative perhaps of similar rates for course level and institutional level stabilization. While there are important limitations of this study, our findings support early interventions for FGCS aimed at increasing sense of belonging, reducing belonging uncertainty, and strengthening self-concept.

Underprepared students in STEM gateway courses face high failure rates and attrition, yet traditional remediation has shown limited effectiveness in improving outcomes. At our large public research university, we have implemented corequisite support models to reduce time-to-degree costs, but these approaches may not provide sufficient time for skill development before high-stakes assessments. This study examined whether grade modification (converting the upper half of D grades to C−) in first-quarter general chemistry to allow sequence progression affected subsequent academic performance and persistence. Students receiving modified C- grades (MC−) were compared to those receiving unmodified C- grades (UC−) and D grades requiring course repetition (UD) across a three-quarter general chemistry sequence. The outcomes examined were common final exam scores, course grades, and course persistence. By the second quarter of general chemistry, there was no difference in academic performance between MC- students and UC- students, maintaining this parity through the third quarter in exam scores and persistence. These findings suggest that allowing students with marginal first-quarter performance to progress without course repetition does not compromise subsequent academic achievement and may reduce administrative and financial barriers without sacrificing learning outcomes.

This experiment engaged students, based on student survey responses, in the application of flame photometry to determine salt concentrations in real-world samples. A simple, affordable flame photometer was developed to make this technique accessible in both general and undergraduate advanced analytical chemistry laboratories. The rugged benchtop device performs reliably under ambient lighting and is well suited for large laboratory sections, where multiple instruments are required. The setup employs a Vernier emission spectrometer, a concentric nebulizer, and a standard Bunsen burner. The nebulizer, constructed from readily available components (PVC stock, HPLC tubing, and fittings), is both easy to construct and durable enough for long-term instructional use. The experiment has been successfully implemented for determining sodium in soy sauce in general chemistry courses and for measuring potassium in seawater in advanced analytical courses. Across both course levels, student-generated results typically showed accuracy within 10% of literature values and relative standard deviations around 5% when the instrument was properly optimized. These outcomes demonstrate the experiment’s instructional value by reinforcing calibration, spectroscopy, and quantitative analysis skills.

Understanding the importance and scarcity of critical raw materials (CRMs) is essential for preparing students to engage with sustainability challenges in chemistry. This study examined whether CRM-focused instructional activities could (1) improve students’ environmental attitudes and (2) enhance their perceptions of sustainable development. A total of 418 General Chemistry students interacted with a web-based learning environment introducing 54 CRMs from the 2021 U.S. Geological Survey database. The intervention consisted of a one-week sequence of individual exploration and structured group activities connecting CRM properties to technological applications and supply risks. Pre- and post-surveys measured changes in environmental attitudes and sustainable development perceptions using validated Likert-scale instruments. Statistical analyses showed a statistically significant but modest increase in students’ environmental attitudes following the intervention, indicating strengthened concern for environmental issues and conservation. In contrast, perceptions of sustainable development did not significantly change, suggesting that broader systems-level thinking may require more extended or explicit instruction. These findings highlight the promise of integrating CRMs into introductory chemistry contexts to promote environmentally conscious mindsets while identifying the need for additional pedagogical strategies to deepen students’ understanding of sustainable development. Practical implications for instructors and curriculum designers are provided to support the incorporation of real-world resource challenges into chemistry education.

More than a decade ago, the University of Miami began to transition to a three-semester general and organic chemistry course sequence. This type of curricular reform has been implemented at other institutions, but few studies track curriculum changes by offering the traditional and modified curriculum in the same semesters. Herein, we describe the evolution of the curricular changes from the traditional general and organic chemistry sequence to a three-semester sequence at the University of Miami. From our analysis, we found no difference in the student preparedness or DFW rates between the two curriculums. We also found that students who completed the modified curriculum performed better in biochemistry. This study demonstrates that chemistry can be taught in three semesters without adverse effects on student outcomes.

Conceptual understanding is crucial for solving complex problems and critical thinking, especially in undergraduate chemistry courses. However, students often encounter these concepts only as they apply to math-based questions rather than conceptual-based chemistry problems. Thus, ISLAND C, a online homework system (OHS), was developed for students to practice their conceptual chemistry knowledge, using Wix’s hosting platform and Microsoft Forms. In order to promote participation and engagement with the material, the OHS was gamified, and sustainability topics were incorporated. Built around the idea that students have inherited an island struggling with sustainability-related issues, they must navigate through the gamified OHS and answer conceptual chemistry questions to save the island and earn assignment points toward their course. Analysis of the system’s Web site logs and Microsoft Forms data display that roughly 600 students in pilot and full-scale implementations were able to easily navigate the system and apply their chemistry knowledge to the conceptual questions.

Cryoprecipitation of monoclonal protein in two patients from separate hospitals led to falsely reduced concentrations. In one case, this was only later discovered because the hematology analyzer falsely flagged the cryoglobulins as abnormal platelets and lymphocytosis. This resulted in the generation of a peripheral blood smear in which the cryoprecipitation was microscopically identified. In both cases, initially unnoticed discrepancies existed between the total immunoglobulin and albumin concentrations derived from the general chemistry analyzer and those from serum protein electrophoresis analysis, which is what later alerted staff to the second case. These cases highlight the significant risk cryoglobulins pose in the diagnosis and accurate follow-up of plasma cell dyscrasias. We therefore propose several measures to improve laboratory detection and prevention of such discrepancies. These include; performing total immunoglobulin and albumin measurements alongside the protein electrophoresis analysis; implementation of a cross reference alarm in the laboratory information system for the discrepancies; consequent visual inspection of all samples prior to analysis; pre-warming of samples with a visible cryoprecipitate prior to serum protein electrophoresis; and the implementation of adequate operating procedures for handling samples from patients with known cryoglobulins to prevent pre-analytical loss caused by precipitation. Finally, we provide insight into the stability of immunoglobulins and monoclonal proteins at room temperature, which may be helpful to determine the optimal sample storage temperature in order to reduce the risk of unwanted cryoprecipitation.

Enhancing Student Performance and Identifying Laboratory Mistakes through the Incorporation of Specifications Grading in a General Chemistry I Laboratory Examination

This study examined the extent to which pre-service teachers in a Ghanaian college of education exhibit planning skills as a key science process skill, using performance-based assessment. Grounded in constructivist learning theory, inquiry-based science education, and authentic assessment, the study adopted a quantitative approach complemented with an alternative assessment strategy. The target population was level 300 pre-service teachers. A purposive sample of 227 level 300 pre-service teachers offering primary education participated in the study. Data were collected using three performance-based tasks designed from the general chemistry curriculum—distillation, density, and osmosis—implemented through a station-by-station assessment model. Descriptive statistics were used to determine the extent of planning skills exhibited, while independent samples t-tests examined gender differences. Results revealed that pre-service teachers demonstrated generally high levels of planning skills across all three tasks, particularly in identifying procedures, sequencing steps, and organising experimental activities. However, persistent weaknesses were observed in the integration of safety measures, measurement accuracy, and explicit conceptual justification. Inferential analysis showed no statistically significant gender differences in planning skills across the tasks. These findings suggest that planning skills develop equitably among male and female pre-service teachers when assessed through authentic, inquiry-oriented tasks. It is recommended that colleges of education explicitly integrate laboratory safety reasoning into the teaching and assessment of science process skills.

The Dental Admission Test (DAT), Comprehensive Basic Science Examination (CBSE), and United States Medical Licensing Examination (USMLE) Step 1 are used to assess readiness in dental and medical education. This study examined associations between DAT scores (composite and subsections), CBSE scores, and USMLE Step 1 performance, to explore how these exams relate to each other. A cross-sectional study was conducted using self-reported Qualtrics survey responses from oral & maxillofacial surgery residents distributed in 2023. Respondents from MD-granting programs reported their DAT, CBSE, and USMLE Step 1 scores. CBSE scores were standardized using the National Board of Medical Examiners (NBME) conversion chart to account for changes in score reporting. Of 77 responses, 27 met inclusion criteria. Due to unknown survey distribution totals, a formal response rate could not be calculated. Correlation analyses were performed, with statistical significance set at p < 0.05. Significant positive correlations were found between DAT Academic Average, Total Science, General Chemistry, and Biology scores and standardized CBSE scores (r = 0.40-0.60; 95% CI: 0.15-0.75; p < 0.05). No significant associations were observed between DAT or CBSE scores and USMLE Step 1 performance (r = -0.10-0.20; 95% CI: -0.35-0.40; p > 0.05). DAT composite and select subsection scores were associated with CBSE performance but not USMLE Step 1 outcomes. These results suggest that while the DAT may reflect early medical science readiness, it does not predict downstream Step 1 performance.

We offered in-person, remote, and video-based lab recitation to provide academic support for General Chemistry I. Students consistently perceived the overall lab recitation in all three delivery modes as useful, and they appreciated the opportunity of practicing. Through our implementation of the lab recitation, we have found different challenges that require carefully planned adaptation in the three delivery modes. For in-person and remote lab recitation, essential training of teaching assistants is important, especially for the facilitators, and smaller size sections would provide a better student learning experience. We also found that instruction videos are effective to give students an overview of the group exercises in the remote lab recitation. The administration of in-person and online quizzes differed substantially. While students liked the videos and the interactive questions in the video-based lab recitation, there were concerns about the online quizzes, but they were mostly related to the administration and the logistics. Our experiences are intended to help others in designing better academic support programs or recitations in different delivery modes.

Specifications, or specs, grading has become more popular in recent years for postsecondary chemical educators as an alternative to points-based grading systems. There are a number of publications on the implementation of specs grading systems with data from these publications often focusing on grade distributions and qualitative feedback from instructors and students. We have previously published a specs grading system in General Chemistry and upper division courses, but we wanted to better understand if the grading system was more effective at promoting positive student learning outcomes, as compared to traditional grading. In the current study, we deployed three previously published instruments to assess student mindset in a General Chemistry I course. The Cognitive Test Anxiety Scale (CTAS) captures students’ perceptions of assessment anxiety, the Stress Mindset Measure (SMM) measures healthy stress mindset (viewing stress in ways that emphasize its benefits for the individual experiencing stress), and the Perceptions of Grading Scales (PGS) instrument compares perceptions of the specs grading system to traditional grading systems. We found that the students’ assessment anxiety decreased significantly (CTAS average of 72.82 at the beginning of term to 67.34 at the end of the term) in the specs grading system, while it remained statistically unchanged for other STEM courses (CTAS average of 72.25 at the beginning of term to 71.24 at the end of the term). This was coupled with students improving their healthy stress mindset in all STEM classes across the term. It was also found that the specs grading system promoted student motivation to learn more than a traditionally graded course according to the PGS instrument (standardized factor score of 0.15 with 95% confidence interval above 0). These results, and how they can be used to better understand and improve specs grading systems, are discussed.

General chemistry courses can feel abstract and disconnected for students who do not major in chemistry. To address this challenge, we developed and incorporated a series of socioculturally contextualized in-class worksheets in a large-enrollment general chemistry course at a Hispanic-Serving Institution. Each worksheet embedded core chemistry concepts such as measurements, thermodynamics, and gas laws within real-world cultural and community-based contexts, including traditional medicine, Indigenous architecture, and environmental remediation. The goal was to increase the contextual engagement and understanding of chemistry among a diverse student population. A postcourse survey (N = 106) revealed that the majority of students found the worksheets helpful and reported that they supported their understanding of course material. Qualitative analysis of open-ended responses identified key themes: understanding, contextual connection, and engagement and also provided areas for improvement. Performance data indicated that students who participated in the in-class worksheets received higher grades in the final exam compared with those who did not, and this trend is observed for several exam items that are aligned with the worksheet outcomes. These results suggest that sociocultural context-based instructional tools can enhance engagement in introductory chemistry courses, offering a practical and scalable approach to inclusive pedagogy in large lecture courses.

This study examined preservice science teachers’ perceptions of learning difficulties in Organic Chemistry and their relationship with achievement in General Chemistry. A quantitative descriptive–correlational design was employed. The participants were 103 undergraduate students enrolled in the Science Education program who were taking an Organic Chemistry course, selected through total sampling. Data were collected using a four-point Likert-scale questionnaire measuring perceived learning difficulties and analyzed using SPSS 23. The results indicated that students’ perceptions of learning difficulties were distributed across high and low levels. Among the assessed indicators, problem-solving and analytical skills were perceived as the most challenging. No significant differences were found in perceptions based on gender. Meanwhile, a significant positive correlation was identified between General Chemistry achievement and perceived learning difficulties in Organic Chemistry (R² = 0.91), indicating a strong association within the study sample. However, this association should be interpreted cautiously due to the correlational design of the study. These findings suggest that students’ understanding of foundational chemistry concepts plays a crucial role in shaping their learning experiences in Organic Chemistry and should be strengthened to support more effective instruction.