Can Flipping the Classroom Work? Evidence From Undergraduate Chemistry

Timothy Casasola
University of California, Irvine

Katerina Schenke
Graduate School of Education and Information Sciences at the University of California, Los Angeles

Tutrang Nguyen
University of California Irvine

Mark Warschauer
University of California, Irvine

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as measured by self report improved during the term as a result of course format (n=252) and (2) students in a flipped chemistry course earned higher grades in the subsequent chemistry course compared with students who enrolled in the non-flipped course that same term (n=295). Although we found no significant differences between students’ self-reported interest and study skills at the end of the term, we found that students enrolled in the flipped course reported attending class more often than students in the non-flipped course (? = .32). We also found that after controlling for student-level covariates related to achievement (such as SAT Math scores and grade in previous chemistry course), students enrolled in the flipped chemistry course experienced, on average, a statistically significant increase of half a standard deviation (? = .55) in their grade in the subsequent chemistry course. We discuss implications for study of flipped instruction.

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