The effects of a flipped classroom on achievement and student attitudes in secondary chemistry

Abstract

In this investigation flipping was used to see if improvement occurred in achievement and with students' attitudes toward chemistry. Flipping means lecture content usually delivered in the classroom was instead presented through asynchronous videos via the internet in advance of class. This was done in a suburban high school chemistry course. Results from unit tests were analyzed to see the change in summative achievement; while student surveys and interviews were analyzed to see the change in students' attitudes toward chemistry. Results revealed no significant change in achievement with only marginal improvement in positive attitudes toward chemistry. Student comments and interviews showed that students did not have a positive response to using flipping to introduce new content but had a positive attitude towards using flipping in other roles.