Bolonjska reforma studija: analiza efikasnosti studija hemije i fizike na Prirodno-matematičkom fakultetu
Bologna Reform: Analysis of Chemistry and Physic Study Efficiency at Faculty of Natural Sciences and Mathematics

Summary/Abstract: According to the preliminary results of the analysis conducted at the Faculty of Science, Sarajevo, Bosnia and Herzegovina, both students and the faculty members, consider the efficiency of the implemented Bologna model of study as an inefficient and problematic particularly during the first academic year of study. The research was conducted at the departments of Chemistry and Physics. The database used for the analysis consists out of qualitative and quantitative data collected during the past three academic years. The methods used during the data collection were: survey questioners, tests and pre designed interviews. The target goals of the analysis were as follows: (1) Identification of the key factors affecting the study of Physics and Chemistry subjects at the Faculty of Science, Sarajevo, Bosnia and Herzegovina; (2) Comparison of different regional legislations implemented at each regional university as well as university policies in terms of exam retaking during one academic year and number of consecutive repetition of the same academic year, in order to keep the status of full time student, and (3) Suggesting the ways that can increase efficiency in the first academic year as a prerequisite for the continuation of a successful accomplishment of the rest of the academic program. A good indicator of a low efficiency during the first year of study is relatively large number of students who re-enroll the first year of the entire first year academic program after their first attempt failure, 40%-50%. It is also a significant number of students, 10%-25%, that register for courses, attend the lectures and take exams from the following year academic program, without prior passing the exams from the previous academic year program and are prerequisite for those courses. Without having a minimal amount of a required knowledge on the subject in order to be able to follow the teachers during the classes, those students are almost regularly obstacles during the classes not only for the other students, but also for the teachers while they themselves do not benefit much from the classes. There is also a significant number of full time students (5%-15%) with only one transferred class from the previous academic year, where, because of their overlapping class schedule, their potentially efficient study turns into inefficient study.

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