The Effectiveness of Flipped Classroom Pedagogy in Promoting learning engagement in Organic Chemistry in Grade-12 Students in the Context of South Africa and Covid-19

Abstract

ABSTRACT Technology-mediated flipped classroom pedagogy has been increasingly adopted at the university level owing to its potential efficacy in improving student engagement and performance while reducing dropout rates. However, at the high-school level, particularly in under-resourced schools, traditional face-to-face teaching which does not promote active learning persists. There is a paucity of research on the effectiveness of the flipped classroom in promoting engagement at these high schools. Research shows that organic chemistry, rated as difficult and associated with ineffective teaching, results in diminished learning engagement. Consequently, a mixed-methods study focusing on Grade-12 students studying organic chemistry was conducted during the peak of the COVID-19 pandemic in South Africa. The Grade-12 participants were randomly placed into two groups – experimental and control – and were taught using flipped classrooms and traditional face-to-face teaching method, respectively. Data were collected using surveys (quantitative) and semi-structured interviews (qualitative). Quantitative data were analysed using descriptive and inferential (t-tests) analyses. Qualitative data were subjected to thematic, content and comparative analyses. Both analyses drew from the engagement theory and found that flipped classroom was effective in fostering learning engagement. The study contributes to the engagement theory by closing the highlighted gap while highlighting interesting factors at play at the high-school level.