Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back...

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Bibliographic Details
Published inJournal of chemical education Vol. 98; no. 4; pp. 1088 - 1098
Main Authors Reimer, Lynn C, Denaro, Kameryn, He, Wenliang, Link, Renée D
Format Journal Article
LanguageEnglish
Published Easton American Chemical Society and Division of Chemical Education, Inc 13.04.2021
Division of Chemical Education, Inc
American Chemical Society
Subjects
Academic achievement
Acceleration (Education)
Chemical Education Research
College students
Curricula
First Generation College Students
Flipped Classroom
Format
Instructional Effectiveness
Learning Strategies
Organic Chemistry
Repeaters
Repetition
Science Achievement
Science Instruction
Student Attitudes
Students
Summer Schools
Teaching methods
Technical education
Second-Year Undergraduate
Learning Theories
Chemical Education Research
Student-Centered Learning
Constructivism
Organic Chemistry
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Summary:Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track”. The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access, and retention of diverse students in STEM.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.0c00092