Flipping the Classroom in a Large Chemistry Class-research University Environment

Abstract

A study was done to ascertain the effectiveness of ‘flipping the classroom’ for very large, freshman chemistry classes at a large research university. The term ‘flipping the classroom’ refers to having recorded lectures available to students on-line and using class time for the instructor to work out extra examples and facilitate more interaction in problem solving. The study involved two very large classes (415 and 320 students) of second semester general chemistry. One class served as the control class and was taught in the traditional lecture format normally utilized within the department while the other class accessed all lectures on-line with class time devoted to instructor led problem solving and examples. Results show that the percentage of high final grades (‘A’ and ‘B’) increased in the test group compared to the control group but average performing students (final grade of ‘C’) decreased in the test group with little to no effect on the lower performing students. This indicates that the average performing students were aided by this teaching method compared to the traditional teaching format.A survey was administered to both classes at the end of the semester to determine their perception of instruction. A high percentage of students in the test class found the on-line instruction valuable and watched at least some recorded lectures more than once. The control class did not express a high evaluation of the on-line instruction even though they had the same slide modules available to them but without the audio lecture.