The effect of the flipped classroom on students' learning of chemistry
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Date
2017
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Montana State University - Bozeman, College of Letters & Science
Abstract
In this investigation the flipped classroom approach to instruction was used to help students improve their understanding of the content and to make science a more enjoyable and engaging subject for my students. This was done in Yew Chung International School in Chongqing, China. This research project found that the flipped classroom method of instruction did not have a significant effect on test scores and therefore on student learning. Results revealed that the flipped classroom does not contribute to making chemistry a more engaging and enjoyable subject for students. Results also showed that the flipped classroom did have a significant effect on instructional pacing for the chemistry class, and doubled the time students spent completing practical hands-on activities in the classroom.