Impact of a Flipped-Classroom Teaching Method on Student Learning and Performance in an Undergraduate Intermediate Organic Chemistry Course

Abstract

Hamad H. Al Mamari* and Syed Imran Hassan

Switching from a traditional lecture-based format to a flipped classroom teaching method in an undergraduate intermediate organic chemistry course has significantly improved student learning and performance. At Sultan Qaboos University, ensuring consistent academic progress for chemistry majors in their degree programs is crucial. Failure to pass the course has caused delays in graduation, especially for Education and Applied Chemistry majors. High and persistent failure rates led to a shift from the traditional instructor-centered, lecture-based classroom to a flipped, student-centered approach. This inverted classroom method resulted in notable improvements in student learning. Consequently, the percentages of A and B grades reached record highs, while the F grade decreased from a 25% failure rate to as low as 2%. Additionally, the course GPA rose to a comfortable 2.66 out of 4.00. The flipped classroom approach not only enhanced student learning and performance but also strengthened students’ sense of responsibility, accountability, and independence, fostering greater autonomy in their learning. This report highlights the significant impact of flipped-classroom teaching methods in improving student learning and performance.

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