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

19 November 2020, Version 3
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 reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track.” The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. While most students responded positively to the flipped 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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ChemRxiv-Getting Students Back on Track Linear Models Rev 11122020
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Getting Students Back on Track Survey Analysis
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