Investigating Learner Perceptions and Outcomes of the Flipped Classroom in Foundation Chemistry Classes

Abstract

To compensate for the fast-paced, content-driven nature of the Foundation Chemistry module, which is coupled with wide-ranging learner knowledge and backgrounds, a fully flipped approach was introduced for the topics of qualitative equilibria and quantitative kinetics to assess whether this could improve learners’ understanding and attainment. Statistical analysis of module and exam marks provides some evidence that the fully flipped approach had a positive impact on attainment for the topic of quantitative equilibria, and the learners’ perceptions, as measured through a survey, for this topic confirmed that the flipped model had indeed improved their understanding. However, there is no evidence to suggest any improvement in learner understanding in the more complex topic of quantitative kinetics. After considering both the analysis outcomes and the learner responses to the survey, it is suggested that the flipped methodology be used as part of a mixed methods approach to teaching.