How Does The “Flipped Classroom Model” Impact On Student Motivation And Academic Achievement In A Chemistry Classroom?

Abstract

This action research was completed as a module on an in-service teacher education program and addressed form four (year 10, students aged 14–15 years old) students’ demotivation to study chemistry on the Caribbean island of Trinidad. My students often find chemistry challenging, and I suspect that teacher-centered methods probably contribute to their experience. The flipped classroom model was selected based on a review of the literature which identified it as a student-centered method with potential to impact both motivation and academic achievement. The research considered the flipped classroom’s impact on students’ motivation, academic performance, and perceptions of the intervention itself. The study was conducted over 4 weeks, and lessons were delivered asynchronously through the use of various Information Communication Technology resources such as email, websites, powerpoint presentations, and videos. Both qualitative and quantitative data were collected. Within the limitations of this study, academic achievement was not significantly impacted; student motivation was positively and significantly affected; and most students’ perception of the intervention was favorable though some indicated a preference for in-class lectures. Findings suggest further research into the utility of a blended method of synchronous and asynchronous lectures.

Keywords

• flipped classroom
• motivation
• academic achievement
• trinidad/caribbean
• chemistry education
• science education