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Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called ‘21st century skills’ and the potential of independent learning to improve student skills to better prepare them for the future.

Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another.

Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge …