Effects of flipped classroom learning on students’ performance, retention and perception towards electron configuration

Abstract

This study investigated the effects of flipped classroom learning on students' academic performance, retention and perception towards electron configuration in a senior high school chemistry setting. The study, conducted at Mankessim Senior High Technical School in Ghana, addressed the prevalent issue of students' inadequate conceptual understanding of electron configuration. Utilising a single-group pre- and post-test action research design, the intervention involved a four-week implementation of the flipped classroom learning approach. The findings revealed a significant improvement in students' academic performance, with a notable difference in mean scores between pre-test and post-test due to the flipped classroom learning approach. The magnitude of the effect on the students’ performance was large. The study also found that the flipped classroom learning approach was effective in retaining electron configuration concepts among the students. The findings further showed that students reported high comfort, increased independence, active engagement, and a more effective and enjoyable learning experience through the flipped classroom learning approach. The study concludes that the flipped classroom learning approach is a valuable pedagogical tool for enhancing students' academic performance, retention and perception towards electron configuration in chemistry education. The study recommends the integration of flipped classroom methodology in teaching electron configuration and other chemistry topics in the selected school.