The effects of a flipped classroom on teacher trainees’ academic performance in chemistry

Abstract

This study was carried out at Kibi Presbyterian College of Education, Eastern Region of Ghana. A single group pre- and post-test action research design was employed in the study. The sample involved 72 Elective Chemistry students in level 100, whose other major subject areas were Mathematics and ICT. The participants were purposively selected in an intact class. The study examined the effects of the flipped classroom pedagogical approach on the performance of the students in Elective Chemistry. The effects examined refers to performance of the students in terms of four levels of the cognitive domain in Bloom’s taxonomy. Four weeks was used to implement the intervention by the six-step approach to implementing the flipped classroom, that is plan, record, share, change, group and regroup. The topic was kinetic molecular theory of matter. The study assessed students’ pre-existing knowledge on Kinetic molecular theory, using a Kinetic Molecular Theory Diagnostic Test. During the intervention observation data was collected to assess their engagement and students’ class exercise data tabulated. A post-intervention test was conducted using a modified version of the diagnostic test, followed by a survey on the students’ perception of the teaching strategy. The study found an improved academic performance of students at the four levels of the cognitive domain examined, with a large effect size. The results also indicated a high level of interest, collaboration and motivation among the students and they perceived that the flipped classroom is a useful teaching strategy that improved their learning in the classroom. The students preferred the flipped classroom model to traditional teaching methods. However, a few constraints of the method were identified and solutions suggested. This method is a useful teaching strategy, and as such, science tutors in Kibi College of Education should integrate the various forms of the flipped classroom in their lesson deliveries in order to improve students’ performance and knowledge generation. Tutors therefore need to learn the various forms of the flipped strategy and apply it in their teaching.