| Sumario: | This study investigates the effectiveness of integrating workbook-style learning (WSL) into university-level chemistry courses. Despite its more common usage in K-12 education, WSL remains underutilized in higher education. Through the development and implementation of chemistry workbooks, this study aims to assess the impact of WSL on student learning outcomes. Data collection involved administering each workbook as a pre-, in-, or post-lecture assignment, along with corresponding quizzes and surveys. Surveys underscored the perceived benefits of WSL, indicating that students would prefer that more of their courses incorporated WSL in the classroom. The findings from this study suggest that although WSL presents a valuable instructional tool, its optimal implementation requires careful consideration and is topic dependent.
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