Incorporating Active Learning and Inclusive Practices in a Flipped Environment: Findings from Introductory Chemistry...

Area of Science:

• STEM Education
• Chemical Education Research

Background:

• General Chemistry (GC) is a critical
• gatekeeper course
• affecting STEM retention.
• Flipped classroom strategies are increasingly adopted, but their impact on Latinx students in Hispanic-Serving Institutions (HSIs) is understudied.

Purpose of the Study:

• To assess the effectiveness of traditional, technology-assisted, and flipped classroom instructional modalities on Latinx students' academic performance and retention in General Chemistry 1 (GC1).
• To evaluate the influence of inclusive and active learning practices within these modalities on students' learning experiences and perceptions.

Main Methods:

• A comparative study was conducted at the University of Puerto Rico Humacao, examining Latinx students in GC1 across three instructional formats.
• Academic performance was measured using four departmental exams, while student perceptions were collected via surveys.

Main Results:

• The flipped classroom model demonstrated a 37% improvement in exam scores and a 26% increase in course retention compared to traditional and technology-assisted methods.
• 97% of students in flipped sections reported increased feelings of inclusion.
• Over 70% noted improvements in soft skills like teamwork and problem-solving.

Conclusions:

• Implementing flipped classroom strategies in GC1, combined with inclusive and active learning, significantly enhances academic performance and retention for Latinx students.
• This pedagogical approach fosters positive student perceptions and cultivates essential soft skills, addressing critical needs in STEM education.