Mathematical and Self-Regulation Skills for Laboratory Work through Integrated In-Class and Self-Study Elements

Laboratory courses demand mathematics across the prelab, in-lab, and postlab phases (e.g., stoichiometry, dilutions, yields), yet these demands often fall out of sync when students encounter the relevant math in lecture. Further, incoming chemistry students arrive with heterogeneous preparation in basic math skills. Therefore, a time sensitive measure is needed to equip chemistry students with the math necessary for lab work. Out-of-class work is central in higher education. The actual study-time (workload) is less than the expected time for out-of-class work. We implemented a practical, course-integrated response in a first-semester chemistry laboratory: two required, in-person, course-embedded support sessions. Session 1 (self-regulated learning (SRL) in STEM) introduced strategies for SRL; Session 2 (Lab-Math) provided introductions to laboratory mathematics and a pool of interactive, self-correcting PDF worksheets designed for continued self-study aligned with expected out-of-class workload. Baseline mathematics averaged 49.5% correct in a math test for introductory chemistry students (n = 33), confirming heterogeneous preparation. Students rated both sessions positively and reported using the materials beyond the initial class. Perceived SRL increased significantly from pre to post, t(22) = 4.99, p < 0.001, d = 1.04. We see potential for this sequencing (SRL first, then targeted practice with immediate feedback) to address topics in which students generally have special knowledge deficits.