Peer Review Report For: Implementation of didactic strategies for assurance of learning with students at risk of academic failure in general chemistry [version 2; peer review: 1 approved, 1 approved with reservations]

Background Assurance of Learning is a process focused on ensuring the quality and effectiveness of education. It involves implementing practices, policies, and procedures intended to ensure the development of skills, competencies, and knowledge expected in a specific educational program or course. In the subjects Chemistry and General Chemistry I at the Universidad de La Sabana, persistent issues with low academic performance have resulted in rising course repetition rates, lack of motivation, and student dropout. Methods The present study examines targeted didactic strategies for students at risk of academic failure in these subjects, representing an innovation in the field of education and contributing to the domain of learning assurance in Chemistry. It was conducted under a mixed-methods approach with a quasi-experimental and cross-sectional design. A predictive trend analysis was carried out, and strategies were identified, selected, and implemented with consideration for students’ perceptions and assessments. Two samples were analyzed: a characterization sample of 411 students who took the subjects between the second semester of 2020 and the first semester of 2023, and an experimental sample comprising students from the second semester of 2023 and the first semester of 2024. Results The results revealed that participation in the implemented strategies led to improved academic performance, particularly for students with lower Saber 11 scores. Strategy 1 (leveling course) showed the greatest positive impact, with statistically significant differences in performance. Moreover, students reported high satisfaction with the strategies, especially regarding their usefulness, engagement, and relevance. Conclusions These findings suggest that personalized and contextualized didactic strategies are effective in supporting students at risk of academic failure in general chemistry courses.