Resumen

SEWRY, Joyce et al. Smart Worksheets to probe and support scientific numeracy proficiency of first-year chemistry students. S. Afr. j. sci. [online]. 2025, vol.121, n.9-10, pp.1-8. ISSN 1996-7489.  https://doi.org/10.17159/sajs.2025/20172.

The transition to university-level chemistry often reveals numeracy skills gaps that can hinder student confidence and academic success. Online learning tools can help characterise and address these gaps. This study introduces a Scientific Numeracy Smart Worksheet (SNSW) resource to characterise and address the numeracy-based strengths and weaknesses of a large cohort of first-year chemistry students at a South African university. We also investigated student usage and perceptions of this educational resource. The SNSW integrates core mathematical concepts with subject-specific contexts, features high levels of feedback, value randomisation, and an auto-solve feature for struggling students. It was offered as formative support for chemistry students near the start of their university journey. Usage and performance analytics from consenting students were used to study overall and section-level SNSW performance, while an anonymous questionnaire explored student perceptions. Students performed well at 'Displaying numbers' (85%) and 'Rearranging and solving equations' (84%). The lowest scoring sections were 'Graphs' (64%) and 'Averages and spread of data' (72%). 'Scientific units' showed the highest auto-solve percentage. Students who repeated the SNSW scored significantly higher and used the auto-solve feature significantly less on the second attempt (both p < 0.001) and scored higher in quantitative components of their end-of-module assessment, but not significantly so (p = 0.082). The questionnaire indicated high student rating for the SNSW (8.2/10), with most students finding it helpful and at the appropriate level. Providing supportive and diagnostic resources can help students develop numeracy skills and identify areas for personal improvement. Instantaneous data, generated from each student engagement with SNSW, can assist staff to develop educational strategies to target specific transitional skill deficiencies. SIGNIFICANCE: Learners at secondary schools and university students alike struggle with basic numeracy concepts, such as ratios and proportions, graphs and SI units. First year chemistry curricula are full, with little time spent on revising content from school. The SNSW is a means of solving this problem. Students work through the worksheets at their own pace and receive immediate feedback. This research highlights both the gaps in students' numeracy skills, and a corrective intervention by first-year chemistry lecturers.

Palabras clave : chemistry education; scientific numeracy; quantitative skills; Smart Worksheets.

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