Revisiting Chemorganizers: Supporting Electrolysis Learning in Contemporary First-Year Chemistry Classrooms

Electrolysis remains one of the most conceptually difficult areas in chemistry. Despite the availability of modern technology and visualization tools, students continue to face challenges in connecting observable phenomena with underlying electrochemical concepts. Therefore, there is a need to revisit earlier developed tools and evaluate their usefulness in contemporary learning environments. This study revisits chemorganizers, instructional tools introduced in the early 2000s, and investigates their effectiveness in supporting student learning in electrolysis. Guided by Cognitive Load Theory, the study aimed to minimize extraneous cognitive load and promote deeper learning. A mixed-methods approach was adopted and implemented with two student cohorts (2023 and 2024) through a tutorial-based intervention. Both cohorts’ samples could be naturally divided into two groups due to the timing of the lectures: a well-prepared group (who experienced electrolysis lectures prior to engaging with the chemorganizers) and an under-prepared group (no prior exposure to electrolysis content in lectures). The intervention was centered on the use of chemorganizers. A tutorial worksheet and a content knowledge test, used as both pre- and post-tests, were included to support and assess the implementation. Statistical analysis showed significant performance improvement for both groups across both cohorts from the pre- to post-test. Furthermore, while the well-prepared group initially outperformed the under-prepared group in the pretest, the performance gap closed in the post-test. The chemorganizers may have closed the knowledge gap between the sample groups. An online survey was later distributed to capture student perceptions on the usefulness of the chemorganizers. Students reported that chemorganizers improved their understanding, supported problem-solving, and were easy to navigate. Critiques focused mainly on the implementation. Overall, the findings suggest that chemorganizers remain relevant and effective in supporting learning in topics within contemporary first-year chemistry classrooms.