Using Flipped Classroom Modules to Facilitate Higher Order Learning in Undergraduate Organic Chemistry

Area of Science:

• Chemistry Education Research
• Undergraduate Organic Chemistry

Background:

• Active learning strategies and higher-order learning are crucial for undergraduate organic chemistry.
• A hybrid, or flipped, classroom structure has been implemented to foster collaborative activities.

Purpose of the Study:

• To investigate the correlation between in-class activity performance and final exam success.
• To explore the relationship between student engagement and performance in organic chemistry courses.
• To identify factors influencing student success in a flipped classroom environment.

Main Methods:

• Observational study across seven undergraduate organic chemistry classes over five years.
• Analysis of student performance on in-class activities and final exams.
• Administration of the Activity Engagement Survey (AcES) to assess student engagement levels.

Main Results:

• A strong correlation exists between performance on in-class activities and final exam scores.
• Students with lower in-class activity scores exhibited reduced emotional and cognitive engagement.
• Lower engagement correlated with decreased participation in collaborative group work.

Conclusions:

• Enhanced student engagement in in-class activities is critical for improving overall academic success.
• The flipped classroom model requires strategies to boost student engagement for better higher-order learning.
• Further improvements in student engagement can lead to better performance in organic chemistry.