Publication Details (including relevant citation information):
International Journal of Process Education (June 2015, Volume 7 Issue 1)
A flipped classroom model was implemented for three general chemistry courses between the years 2011 and 2013 and final grades were compared to those earned in the equivalent standard lecture course with the same instructor taught in the semesters of 2009, 2010 (two sections), and 2013. A comparison was also made using a control course, a traditional class with a different instructor with the same course materials as the flipped classroom, for the fall semester of 2012. Retention in the flipped classroom was 24% higher relative to the traditional format for the same instructor. Comparison of student grades in the flipped class with those in the control group having a different instructor provided compelling albeit less conclusive data. Survey data administered for the flipped and the control class of 2012 suggests that one of the major contributing factors to student success was the ability to affect the time students spend outside of the classroom.
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