Impact of the Pedagogy of Successive Questioning on Chemistry Learning

Abstract The pedagogy of successive questions (PSQ) is a teaching strategy designed to improve student engagement in chemistry courses. It operates through three stages: interrogation, evaluation, and junction. This study explores the effectiveness of the PSQ strategy by applying it to undergraduate General Chemistry students enrolled in biomedical and pharmacy programs at the Lebanese International University (LIU). The study involved two sections of the General Chemistry course. One section utilised the PSQ method, while the other served as a control group with traditional teaching methods. A survey was conducted to assess student engagement levels. Moreover, the students’ academic achievement was compared by analysing the average grades from both sections. Statistical analysis was performed to determine the significance of differences in engagement levels and academic performance. The results showed significant improvements in engagement levels and learning outcomes in the section that followed the PSQ methodology. Those students scored an average of 11 % higher than those in the control group. The PSQ strategy was also found to be comparable to other active learning techniques, such as the flipped classroom model, in terms of enhancing engagement and academic performance. The PSQ strategy is an effective teaching method for enhancing student engagement and improving academic performance in chemistry courses, particularly for students in biomedical and pharmacy programs. The findings suggest that PSQ promotes more interactive and engaging learning experiences, which can lead to better retention of information.