Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students

TLDR

The study is part of a special issue on redesigning introductory chemistry for the AP curriculum. The authors aimed to assess how a flipped classroom model affects academic performance and student perceptions among advanced placement chemistry students. They compared a 2011–2012 cohort taught traditionally with a 2012–2013 cohort taught via a flipped classroom, using identical assessments and analyzing results with descriptive statistics and independent t tests. Flipped classroom students scored significantly higher on all assessments and reported favorable perceptions, citing the ability to pause, rewind, and review lectures, increased individualized learning, and greater teacher availability.

Abstract

This mixed-methods study investigated the effects of the flipped classroom on academic performance of high school advanced placement chemistry students. Student perceptions about the approach were also studied. The control group consisted of students from the 2011–2012 academic year, in which traditional teaching methods were used. The treatment group consisted of students from the 2012–2013 academic year, in which the flipped classroom approach was used. Identical assessments were administered and analyzed through both descriptive statistics and independent t tests. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind, and review lectures, as well as increased individualized learning and increased teacher availability. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign.