Use of a Flipped Learning Pedagogy in the General Chemistry Sequence

Faculty #18
Discipline: Chemistry and Chemical Sciences
Subcategory: STEM Science and Mathematics Education

Lisa Hibbard - Spelman College
Co-Author(s): Shannon Sung, Education Studies Program, Spelman College

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Use of the flipped learning format in the teaching of general chemistry has become more prevalent in recent years. This pedagogy maximizes learning by shifting content delivery online which then allows for face-to-face classroom sessions to focus on student-centered active learning. This cross-sectional study assessed student performance in a college-level general chemistry sequence taught using the flipped learning format as compared to a more traditional lecture format. Student knowledge of chemistry concepts was assessed through the use of American Chemical Society standardized exam scores and analyzed using the one-way ANCOVA statistical software. Student motivation and learning perceptions were evaluated through the use of a Chemistry Motivation Questionnaire (CMQ-II) and an in-house learning survey. Analysis of the data acquired over a five-year period from courses taught by the same instructor indicated that students who attended those courses taught using the flipped learning format performed better on the standardized exams than those in the traditional lecture courses. Student perceptions regarding the new lecture format were mostly positive and reflected a positive impact on student motivation and course performance.

Funder Acknowledgement(s): NSF Targeted Infusion Grant #1332575; HHMI Undergraduate Education Program Grant #52007559

Faculty Advisor: None Listed,