Impacts of the flipped classroom on student performance and problem solving skills in secondary school chemistry courses

Abstract

The use of the flipped classroom approach in chemistry courses has rapidly increased over the past decade, and it appears that this type of learning environment will play an essential role in improving student success. However, it's crucial to note that the majority of these studies were carried out in higher education environments. There hasn’t been much research comparing flipped to traditional classrooms in K-12 institutions. The majority of comparisons between flipped and non-flipped groups were taught by different teachers, and typically conducted over a brief period of time, often a few weeks. The purpose of this study is to examine the impacts of the flipped classroom on student performance and problem solving skills in chemistry courses. A two-stage experiment was conducted in a secondary school in the Northwestern part of China with the flipped classroom group including 46 students, 20 males and 26 females and the non-flipped classroom group consisting of 50 students, 30 males and 20 females. Both groups were taught by the same chemistry teacher with eight years of teaching experience. Independent t-tests showed that the flipped classroom significantly improved student academic performance compared to the non-flipped classroom, and this effect lasted for at least one year. The study also found that flipped classrooms have a more progressive impact on students’ problem solving skills, which always take a long teaching period. Meanwhile, the research findings revealed that most students preferred or strongly preferred the flipped classroom approach after they experienced it. However, as the duration of the teaching experiment grows, students’ attitudes toward the flipped classroom approach tend to polarize.