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

31 January 2020, Version 2
This content is a preprint and has not undergone peer review at the time of posting.

Abstract

Converting a first-term, accelerated summer organic chemistry course to a flipped format narrowed the achievement gap between students seeking to get ahead in their course of study and those repeating the course. Exam performance improved in the following course in the sequence (taught in traditional format) for students who had previously failed the first-term course. While most students responded positively to the new 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.

Keywords

flipped classroom pedagogy
active learning
organic chemistry
student-centered learning

Supplementary materials

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Getting Students Back on Track Combined SI
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Getting Students Back on Track - Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction
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CHEMRXIV Getting Students Back on Track Combined SI V2
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