The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom

Abstract

The focus of this classroom research project was to determine the effectiveness of concept checks in effort to overcome the obstacle of the current watered-down Pre-AP Chemistry course. Sophomore students at Lewisville High School Harmon completed concept checks in a flipped Pre-AP Chemistry class as a means to acquire more content throughout the duration of the 18-week course. Students viewed lecture videos and displayed their understanding of chemistry topics presented in the videos through the completion of concept checks. The effectiveness of teacher-created concept checks was determined from data analysis of student interviews and surveys, summative assessment scores, and response data from concept checks. Through completion of this classroom research project, I gained insight on the effectiveness of teacher-created lecture videos and concept checks utilized in my flipped course.