An Exploratory Study in Flipped Classroom (original) (raw)
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International journal of Research and analytical Reviews, 2019
The present experimental study was undertaken with the following main objectives in view (i) to determine the effectiveness of Flipped classroom strategies (ii) to determine the attitude towards learning Chemistry among control and experimental group students and (iii) to determine the attitude towards Flipped Classroom strategies among the experimental group students. Students from Eleventh standard studying Chemistry as one of the main subjects were constituted as sample for the purpose of this experiment. The samples were assigned as Control group and the Experimental group. The tools used were Flipped Classroom strategies, Diagnostic test in Chemistry, Pre and Post Achievement Test, Attitude scale of learning Chemistry and Attitude scale of Flipped classroom strategies. The research instruments were developed and validated by the researcher. Pre test Posttest was conducted to both the group before the treatment. The Control group was taught through Conventional method while the Experimental group exposed to Flipped Classroom Strategies treatment. Descriptive Survey method was used to study the attitudes of students. The data thus obtained were analysed using appropriate statistical procedures such as mean, SD, ttest and ANOVA. The obtained results showed that, Flipped Classroom Strategies was more effective than the Conventional lecture method in teaching Chemistry. It enabled the students to improve their achievement in Chemistry, to enhance their attitude towards learning Chemistry and to develop better attitude towards the Flipped Classroom Strategies.
The effectiveness of flipped classroom in high school Chemistry Education
IOP Conference Series: Materials Science and Engineering
The low achievement of learning outcomes in thermochemistry and rate of reaction subject of high school students is caused by students difficulties in solving algorithmic problems, especially procedural capabilities based on calculation in a limited time. Therefore, it is needed a learning strategy to support the achievement of thermochemistry and rate of reaction subject learning outcomes. This study aims to determine the effectiveness of Flipped Classroom in improving the results of learning thermochemistry and rate of reaction subject learning outcomes. Flipped classroom is a teaching method that delivers the subject material to students at home through electronic device and uses classroom time for practical application activities. This research used experimental method with treatment by level 2 x 2. The result of this study concludes that the result of thermochemistry and rate of reaction learning outcomes are higher with flipped classroom instructional strategy than learning with expository instructional strategy. It is recommended that the flipped classroom instructional strategy can be used as an alternative learning process in thermochemistry and rate of reaction.
2018
To compensate for the fast-paced, content-driven nature of the Foundation Chemistry module, which is coupled with wide-ranging learner knowledge and backgrounds, a fully flipped approach was introduced for the topics of qualitative equilibria and quantitative kinetics to assess whether this could improve learners’ understanding and attainment. Statistical analysis of module and exam marks provides some evidence that the fully flipped approach had a positive impact on attainment for the topic of quantitative equilibria, and the learners’ perceptions, as measured through a survey, for this topic confirmed that the flipped model had indeed improved their understanding. However, there is no evidence to suggest any improvement in learner understanding in the more complex topic of quantitative kinetics. After considering both the analysis outcomes and the learner responses to the survey, it is suggested that the flipped methodology be used as part of a mixed methods approach to teaching.
Flipped classroom was performed on 133 students in “Cells and Molecules” course on junior leveled students at the American University of Science and Technology (AUST) – Achrafiyeh Campus. This study is one of the pioneering quantitative studies assessing th e impact of flipping classroom on students in Lebanon. The aim of this study is to test if the flipped classroom was to ch allenge, motivate, engage students in their learning process , and use class time in a more effective way. The data collect ed in the pre and post questionnaires was the basis for evalu ating students’ reaction towards their traditional class verses the newly introduced flipped module. The results of the study are encouraging; comprehension, enthusiasm reflected th rough participation and collaboration and class time effectiveness for both instructor and student. The impact of the flipping on students’ performance was evaluated through a post exam in which their average increased by 13 points, and stu dents w...
The Effect of Flipped Classroom Model on Students' Performance in Grade 10 Chemistry
International Journal of Engineering Science and Computing, 2020
This study determined the effect of the flipped classroom model on students’ performance in Grade 10 Chemistry at Bulusan National High School, for school year 2019-2020. True Experimental research was employed using the pretest-posttest comparison design. The Table of Specification (TOS), pretest/posttest, detailed lesson plans and lecture videos were the main instruments used in gathering data. The data were analyzed and interpreted using appropriate statistical measures and tools. The results revealed that the control group and experimental group equally performed low in the pretest. There was no significant difference between the pretest results of the control group and experimental group. On the other hand, there was a significant difference among the performance of the two groups in the posttest. The experimental group who was taught using the flipped classroom model performed better than the control group taught using the conventional method of instruction. The flipped classroom model is an active, student-centered approach that was formed to increase the quality of period within class be used by the teachers. In order to compensate the educational demands of 21st century students, it is important to use innovative approaches in education. The flipped classroom model be used by the teachers in order the teaching strategy relevant to learners since most of them have an access to internet, learning and information can be learner-initiated by providing lecture videos.
Asia Proceedings of Social Sciences, 2019
In this study hybridization of chemistry learning activities in secondary school was carried out through the development of flipped classroom models. Activity hybridization is the composition of learning inside and outside the classroom with appropriate supporting modules and learning videos. Variations in the composition of learning activities inside and outside the classroom are done through a flipped classroom model that is integrated with the Problem-Based Learning (PBL) and Inquiry models. The research was conducted by the development research method from Richey and Klein, with the implementation stage using experimental strategies, 2x2 treatment by level design and nonequivalent control group design. The results of the implementation show that on the topic of the Reaction Rate, the hybridization composition of activities inside and outside the classroom with flipped classroom-PBL models can improve scientific literacy and flipped classroom models-inquiry can improve student le...
LUMAT: International Journal on Math, Science and Technology Education
This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high...
SITE, 2019
The majority of research on flipped learning has focused on higher education. The purpose of the current study was to compare flipped and traditional approaches to teaching chemistry in secondary school classrooms. Attitudes and learning performance were assessed for 50 grade 11 students (21 male, 29 female) participating in two flipped and two traditional chemistry units over a 12-week period. Students rated learning environment, understanding, and the effectiveness of learning the same for both flipped and traditional teaching approaches. Open-ended comments revealed that students were equally positive about the quality of flipped and traditional teaching approaches. Finally, both flipped and traditional teaching approaches produced significant gains in knowledge and application-based questions. It was concluded that both flipped and traditional approaches to teaching high school chemistry are viable if attention and care are directed toward clear, well-paced explanations, providing a sufficient range of examples, ensuring enough time to apply concepts, and offering support when needed.
Journal of Chemical Education, 2016
Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a single instructor, comparing the flipped learning format to a more traditional lecture format. Students' conceptual knowledge was captured through the use of American Chemical Society (ACS) standardized exam scores and analyzed using one-way ANCOVA. Student motivation and learning perceptions were assessed using the Chemistry Motivation Questionnaire (CMQ-II) and an in-house Blended (Flipped) Learning Survey. Statistical analysis indicated that students instructed through the flipped learning platform performed better than those taught using traditional pedagogy. Student perceptions regarding flipped learning were mostly positive and reflected motivation to succeed. Educational implications and significance of this work are discussed.
Flipped Classroom: Alternative of the Model of Learning to Improve Student Learning Outcomes in K-10
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW, 2017
This study aimed to determine the effect of applying the flipped classroom model to students' learning outcomes in oxidation-reduction reactions. It was conducted in SMAN 47 Jakarta. Research method is quasi-experimental with nonequivalent control group design. The sample consisted of 72 students were taken with purposive sampling. Independent variables are the flipped classroom model and direct instructional. Chemistry learning outcome became a dependent variable. The flipped classroom model is invers of the traditional learning model. Students learn the instructional material at home through videos and discussions in class. Analysis of the requirement's test showed that the data were normally distributed and had homogeneous variances. Hypothesis testing showed different results in a significant level of 0.05. The differences of average value between pretest and posttest of the experimental group is 12.50. While the differences in the control group was 7.17. It can be concluded that the difference of average value between pretest and posttest of the experimental group is higher than the control group. The flipped classroom model can improve students' learning outcomes in the oxidation-reduction reaction.