Abstract
Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a “flipped” model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped course, lectures were replaced by short videos, which were delivered via a course management system, and class time was reserved for problem solving and other active learning activities. We assessed the impact of the flipped course on course grades and failure rate compared to historical course data. The results showed that there was a statistically significant improvement in A and B grades and a decrease in failure/withdrawal rates for the flipped course. We also assessed students’ attitudes toward the course using a valid and reliable instrument, the Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2). The results showed a statistically significant increase ...
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