Flipped vs. Traditional Classrooms in High School Chemistry: A Case for Emphasizing Quality of Implementation
Abstract: The majority of research on flipped learning has focused on higher education. The purpose of the current study was to compare flipped and traditional approaches to teaching chemistry in secondary school classrooms. Attitudes and learning performance were assessed for 50 grade 11 students (21 male, 29 female) participating in two flipped and two traditional chemistry units over a 12-week period. Students rated learning environment, understanding, and the effectiveness of learning the same for both flipped and traditional teaching approaches. Open-ended comments revealed that students were equally positive about the quality of flipped and traditional teaching approaches. Finally, both flipped and traditional teaching approaches produced significant gains in knowledge and application-based questions. It was concluded that both flipped and traditional approaches to teaching high school chemistry are viable if attention and care are directed toward clear, well-paced explanations, providing a sufficient range of examples, ensuring enough time to apply concepts, and offering support when needed.