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Chem. Educ. Res. Pract., 2017, DOI: 10.1039/C7RP00130D.

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Thisjournalis©TheRoyalSocietyofChemistry20xx Chem.Educ.Res.Pract.,2013,00,1-3|1

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Received00thJanuary20xx,Accepted00thJanuary20xx

DOI:10.1039/x0xx00000x

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PerformanceofUnderpreparedStudentsinTraditionalversusAnimation-basedFlipped-ClassroomSettingsR.Ma.Gregoriusa

Student performance in a flipped classroomwith an animation-based content knowledge development system for thebottom third of the incoming first year college studentswere compared to that in a traditional lecture-based teachingmethod.52%ofthesestudentswithdrewfromthetraditionallytaughtGeneralChemistrycourse,comparedto22%inasimilarcoursetaughtinaflippedclassroomteachingmethod.Ofthestudentswhopersistedinthecourseandobtainedagrade,therewasanincreaseinA’sandB’saswellasanincreaseinD’sandF’sforstudentstaughtinaflippedclassroomteachingmethodwhencomparedtothoseinthetraditionalsetting.Whenthecoursethatwasinitiallytaughtinaflippedclassroommethod reverted to a traditional teachingmethod, students in that course generally performedworse thanstudentswhowereinatraditionallytaughtcourseallthroughout.

IntroductionWhile there are many variants to the flipped classroomteaching method, in general, implementing a flippedclassroominvolvestransposingthecontentdeliverytoatimeprior to the classroom treatment and a space outside of thelecturehall.Theclassroomspaceisthenreservedforactivitiesthataredesignedtoreinforcethepreviouslyviewedcontent.In practice, this means that the flipped classroom teachingmethod usually involves, in succession: 1) a system fordelivering content to the students prior to the lecture halltreatment,2) amethod forencouragingor inducing studentsto learn from the delivered content, and 3) an in-classtreatment that emphasizes discussion or application of thecontent, eschewing lectures or further content delivery andother forms of direct instruction; the treatment acting as aformative assessment. Themost commonly usedmethod forcontent delivery is a video-recorded lecture, with the videorecording being disseminated electronically. Inducements tolearn from the video-recordings can be as straightforward asensuringthatthestudentsunderstandthatgoingthroughthevideo-lecture is necessary in order to perform well in theupcoming lecture hall activity, or it could come in morestructured and formal processes such as graded assignmentsthatneedtobecompletedpriortothelecturehallactivity.Thelecture hall activity is usually built around some form offormative exercise that is meant to have the students apply

theknowledgetheyhadgained inperusingthevideo-lecture.In this sense, the teachingmethod has been called “flipped”since the content, the lecture, is delivered outside of theclassroom, and prior to the lecture hall activity, and the“homework”isinsteaddoneintheclassroom.A survey of the literature on the flipped classroom teachingmethod(Logan,2015;Seery,2015;ZainuddinandHalili,2016;DeLozier and Rhodes, 2017) revealed several variants of theclassroom activity: quizzes, teacher-led discussions,worksheets to be completed individually, student-groupactivities,mergingtheflippedclassroomteachingmethodwithPeer-LedTeamLearning(PLTL)(Robertetal.,2016),withJustIn Time (JIT) teaching methods (Muzyka, 2015) andimplementation of “productive failure” designs (Song andKapur,2017).Mostofthecontentdelivery,however,involvedsomevariantofprinted text readingassignment (Lenczewski,2016) and,more commonly, the viewing of a video-recordedlecture or screencasts (Seery, 2015). The video-recordingswerevariantsofaninstructorbeingrecordedwhiledeliveringthe content in a lecture format. We found one instance(Fitzgerald and Li, 2015) where the Prezi presentationplatform,amorerobustformofslidepresentation,wasused,andRyanandReid(2016)usedavoice-overPowerPointvideocapturedinCamtasia.Our previous work on student-centered, self-guided learningshowed that a Flash-based animation (Gregorius, 2010) wasbetteratallowingstudentstodevelopcontentknowledgeforandbythemselves.Wefoundthatstudentsatdifferentlevels,grades 3 and 4, high school, and first year college students,could effectively teach themselves specific content usingcarefully calibrated animations and simulations. (Gregorius,

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ARTICLE ChemicalEducationResearchandPractice

2 |Chem.Educ.Res.Pract.,2012,00,1-3 Thisjournalis©TheRoyalSocietyofChemistry20xx



2005a, 2005b; Gregorius et al., 2010a, 2010b) Students whodevelopedcontentknowledgeinthiswayperformedbetteronassessmentsthantheircounterpartswholearnedfromprintedtexts,traditionallectures,orotherformsofdirectinstruction.(Gregorius, 2011) We wondered if these animations andsimulationswouldbeaneffectivecontentdeliverysysteminaflippedclassroomteachingmethod.Wedecidedtocollectdataon student performance in a flipped classroom wherein thestudents developed content knowledge from animations andsimulationsratherthanfromdirectinstructionthroughvideo-recordedlectures.Asurveyofthe literatureontheuseoftheflippedclassroomteaching methods in chemistry courses showed generallypositive outcomes. There were many reports on theeffectiveness of a flipped classroom teaching and learningmethod: in High School Advanced Placement (AP) Chemistry(Schultz et al., 2014), in General Chemistry (Hibbard et al.,2016), specifically with low achieving students in GeneralChemistry (Ryan and Reid, 2016), with both the upper thirdandlowerthirdofthestudentsinGeneralChemistry(Butzler,2015), and inOrganicChemistry (Rossi, 2015;Mooringetal.,2016;Shattuck,2016).Therewerealsosomereportsinwhichno statistically significant difference in student performancebetween those taught in the traditional lecture and textbooksystem versus the flipped classroom system was observed(Weaver, 2015), sometimeswithin the same article reportingonthebenefitsoftheflippedclassroomteachingmethodandfor a specific student population or chemistry topic (Butzler,2015;RyanandReid,2016;Shattuck,2016).At the author’s institution, we had a somewhat uniqueopportunityinthatthelowerperformingthird(toasmuchasthelowerhalf)ofallstudentstakingthefirstsemestergeneralchemistrycoursecouldberecognizedandsegregatedfromthemainbodyofstudents.Thechemistrydepartmentdeterminedthat the mathematics component of the SAT (formerly anacronym for Scholastic Aptitude Test, later ScholasticAssessment Test, and now simply SAT), the standardizedgeneral knowledge test that is widely used as a collegeentrance examination in the United States of America, couldbe used as a metric to predict student success in the firstsemester course of the general chemistry program. It wasobservedthat70%ofstudentswhofailedtoachieveagradeofC–orhigher,andwerethereforenotallowedtocontinueontothe second semester of the two-semester general chemistryprogram,hadmathematicsSAT(MSAT)scoreslowerthan580(for reference, theMSAT scores are normalize to range from200to800).Theauthor’shomeinstitutiondecidedtodevelopan alternative program for these lower scoring students,expanding the first semester of the traditional two-semestergeneral chemistry program into a one year, two-semestercourse, and –with the second half of the traditional two-semester program– producing an alternative three-semestergeneralchemistryprogram.Incomingfirstyearstudentswerethen placed in either the standard two-semester program orthealternativethree-semesterprogrambasedona580cutoffMSATscore.Itisimportanttostateherethatwhileastudent’sindividualMSATscorewasinnowayagoodpredictorofthat

student’s final grade in the standard or alternative generalchemistry program, the MSAT score could predict pass/fail,and the cutoff was used as a way to place students in theprogram where they would have a good chance of success.Students were given the metrics data, informed of therationalefortheirplacement,andthenwereallowedtoopt-inoroutofthestandardandalternativeprograms.While the three-semester alternative program had somesuccess (approximately 50% of the students placed in theprogram passed the first and second part of three semesterprogramandwereallowedtoprogresstothethirdsemester–despitethemetricthatindicatedthattheywouldnotsucceedintheequivalentfirstsemesterofthestandard,two-semester,generalchemistryprogram),wewantedtosee if these lowerperforming segment of students would perform better withalternative teaching methods. The premise was that theseunderperforming students tend to not do well in traditionalteaching settings, but could possibly do well enough inalternative teaching methods that were aligned with ourunderstanding of learning. We already observed a studentperformance boost when the traditional print-textbook wasreplaced with Flash-based animations and simulations.(Gregorius, 2011, 2013) We wanted to see if a flippedclassroom teaching method would further improve studentperformanceandpassrates.

StudySettingandMethodAll experiments were performed in compliance with therelevant laws and institutional guidelines. The studyframework and experiment procedures were discussed withthe author’s home institution’s Institutional Review Board(IRB)priortoproceedingwiththestudy.Theexperimentsandstudy structure were approved by the IRB. The committeeagreed that no harm would come to the participants in thestudy, their learning would not be compromised, and theirfinal grades, despite any interventions done in the course ofthe study, would still be an appropriate reflection of theireffortandlearning.Thestudywasconductedeveryfallsemesteroverafour-yearperiod on two sections of the first course of the three-semesteralternativecollege-levelgeneralchemistryprogram.On average, each sectionwould beginwith 33 studentswithan additional 12 students per section opting into the three-semester programafter doing poorly in the first exam in thetwo-semester program (an option which we allowed). ThestatisticsonMSATandVerbalandCriticalReadingSAT(SATL)scores forstudents finishing theprogramandgettingagradeoverthefour-yearstudyareshowninTable1.AbreakdownoftheMSAT and SATL scores by year in the study is shown inTable 2. It can be seen that the student aptitude andpreparednessasmeasuredbytheSATisconsistentfromyeartoyear.Wefeltconfidentthatstudentperformanceacrosstheyearsofthestudycouldbecompared.

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Table1.MSATandSATLScoresofStudentsinthe4-yearStudy.

Students Finishing the Program Starting in the program Transferring in

MSAT SATL MSAT SATL Average 502 509 571 536 Median 505 510 580 550 StdDev 50 61 59 72 High Value 580 750 670 710 Low Value 300 330 350 390

Table2.YearlyAverageandMedianMSATandSATLScores.

Students Finishing the Program Starting in the Program Transferring in

MSAT SATL MSAT SATL Year Average Median Average Median Average Median Average Median

1 504 510 515 500 574 590 521 550 2 502 500 514 520 526 550 590 610 3 503 500 512 510 584 590 536 545 4 496 500 507 510 573 570 520 525

The course in this study covered the first five chapters of atypical college/university general chemistry textbook: (1) anintroduction to matter, units and measurements, anddimensional analysis, (2) the basics of atoms, ions, ionic andmolecularcompounds,andbinaryinorganicnomenclature,(3)fundamentals of empirical and molecular formulas, chemicalequations, and stoichiometry, (4) a treatment of aqueoussolutions and reactions in aqueous solutions, includingprecipitation,acid/base,andoxidationreactions,aswellastheconceptsofconcentrationandthemolarityconcentrationunit,and (5) a treatment of thermochemistry: first law ofthermodynamics,enthalpy, calorimetry (constantvolumeandconstantpressure),Hess’sLaw,andenthalpiesofformation.There were four summative assessments: three midtermexamsandafinalexam.Thefirstmidtermexamcoveredthefirsttwotopicsdescribedpreviously.Thesecondmidtermexamcoveredthethirdtopicandthefirsthalfofthefourth,coveringaqueoussolutionsandreactions but notmolarity. The thirdmidterm exam coveredthe remainder of the fourth topic and the final topic,thermochemistry. The final exam was comprehensive. Themidtermandfinalexamswerestructuredsoastocapturethetrue knowledge of the students. A multiple-choice section,similar in structure to the American Chemical Society (ACS)paired-questionsexam25hadabalanceof concept-basedandapplication-based questions. We also tried to have to have

both “easy” and “more involved” question over the sametopic. An easy concept question on writing and balancingchemicalequationsmighttaketheformexcerptedinFigure1.Amore involvedvariantofaconceptquestionoverthesametopic might take the form shown in Figure 2. On the otherhand,aneasyappliedquestiononthesametopicmight taketheform:“WhenthechemicalequationforthecombustionofC3H8Oisbalanced,thesumofallthecoefficientsis…”Wealsoincludedanopenresponsesection.Studentswererequiredtoshowtheirworkoncalculationsorwriteessays/drawfiguresinresponsetothistypeofquestions.50%ofthemidtermexamscorecamefromthisopenresponsesection.The traditional/standard two-semester general chemistryprogramwasstructuredsuchthatstudentswhodidpoorly inthe first midterm exam in that course could transfer to thealternative three-semester program after the first exam. Thefirst examperformance in the two-semesterprogramwasbyfar the best indicator of potential success or failure in thegeneral chemistryprogram.Ourmetrics indicated thatninetypercentof studentswho failed the firstmidtermexam in thestandardtwo-semesterprogramwerelikelytowithdraworgetagradeofDorlowerinthatcourse.Allowingthesestudents,whopassedthroughthe580MSATcut-offfilter,theoptionoftransferring to the slower-paced three-semester programoffered a greater chance for success. Thismeant that of thethree midterm assessments in the three-semester program,


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thefirstwasgiventostudentswhoseMSATscoreswerebelowthe 580 cut-off and who opted to start in the alternativeprogram, while the second and third midterms includedstudentswhowereabovethecut-offorwhooptedoutofthealternative program but did poorly in the first exam of thetwo-semesterprogram.

Hopingtogetaclearerpictureofstudentperformancerelativeto the teaching method, we decided to further differentiatethe second and third midterm assessment by reverting to atraditional lecture and textbook for the third topic coverage.Assuch,wehadtwosemestersworthofstudentperformancedata in a traditional teaching method in the three-semesterprogram,twosemestersworthofdataofstudentsbelowtheMSAT cut-off in a flipped classroom teachingmethod for thefirst topic and midterm exams, two semesters of data for aflipped classroom teaching methods with a mix of studentsbelowtheMSATcut-offandstudentsabovetheMSATcut-offbutwhoperformedpoorly in their firstexam in thestandardtwo-semester program taught in a traditional lecture andtextbook system and who then transferred to the three-semester alternative program, andwe had assessments dataon the samemixof students taught in the traditional lectureand textbook method for the third topic in the alternativeprogram.Thetraditionallectureteachingmethodfollowedthefollowingprotocol: a lecture, direct instruction over the current topic,following the sequence in the textbook (Brown et al., 2015)usedbytheentiredepartment,prescriptionofexercisestakenfromthetextbookortheonline,electronicassignmentsystem

allied with the textbook, in-class group work activity after ablockofcontenthadbeencoveredandservingasaformativeassessment, aquiz servingas a short summativeassessment,andwhen theentire sectionhadbeencovered in thisway,amidterm exam, as described previously, covering the sectiontopic.Theflippedclassroomteachingmethodfollowedthefollowingprotocol: assignment of an animation module covering theupcomingtopic,aworksheet,whichservedasalearningguide,was coupled to the animations. Screenshots of a typicalanimation module is provided in Figure 3, a more thoroughtreatment of the design principles of the animations isprovided elsewhere. (Gregorius, 2008, 2010, 2013; Gregoriuset al., 2010b) An excerpt of the accompanyingworksheet/studyguide isprovided inFigure4.Studentswereexpected to use the worksheet to ensure the properdevelopmentofcontentknowledge.Intheclassroom,atleasttwodaysafter thereleaseof theappropriateanimationsandworksheets, a series of pre-developed questions, similar incoverage and focus to the worksheets, were given insequence. This “questions document” served as a structuredtreatment of the contentwithout the process devolving intodirect instructionor lecture. Students answered the series ofquestions – with the instructor eschewing actually providingthe answers to the questions but guiding the critique of theanswersprovidedbystudents.Theanswersthatthestudentsagreeduponwouldbenotedonthequestionsdocument,andlater,whentheentirequestionsdocumentwascompletedbythe students, the questions document would be publishedthrough the class’sweb course tool and serve as class notesand a statement of content understandings. This procedurewas viewed as allowing students to take ownership of thecontentknowledge,andalsoservedtoprodthestudentstogothroughtheanimationsandworksheetpriortotheclassroomactivity.Afterablockofcontentwascompleted,similartothetraditional teachingmethoddescribedpreviously,groupworkactivities,aquiz,andamidtermexamfollowed.The students’ timeallocation for the coursewasexpected tobenearlyequivalentforthetraditionalandflippedclassrooms.Whilemorestudytimewouldhavetobeputintoperusetheanimations in the flipped classroom, this would be partiallyoffset by the absence of assigned homework or gradedassignments. This expectation was supported by formalsurveysandinformalstudentreports.Therewasnosignificantdifferenceinthehoursspentperweekstudyingforthecoursebetweenthetwoteachingmethods.Theaverageandmedianstudytimeperweekintheflippedclassroomwas2.2hand2h,respectively,whileitwas1.9hand2hinthetraditionalsetting.The content coverage and class hours spent was identical inbothsettings.Student performance over two semesters in both thetraditionalandflippedclassroomsettingsweremonitored.Thefinal grades and midterm exam performances are reportedhere and serve as indicators of thepotential effectiveness oftheflippedclassroomteachingmethod.

Q: Shown here is a “before and after” picture of a box of substances that underwent a chemical reaction:

What is the balanced chemical equation for the reaction? Figure 1. Example of an Easy Concept Question on Chemical Equations.

Q: Given the following image of a box containing a mixture of reactant molecules:

and if a chemical transformation were to occur such that phosphorous trichloride is formed, which of the following statements is true? (a) Only 1 molecule of phosphorous solid would react. (b) Only 6 molecules of chlorine gas would react. (c) There would be 4 molecules of phosphorous trichloride

produced. (d) 1 molecule of phosphorous solid would remain after the

reactions are completed. (e) 6 molecules of chlorine gas remain after all the reactions

are completed.

Figure 2. Example of a More Involved Concept Question on Chemical Equations.


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ResultsandDiscussionApartfromtheaforementionedlikelihoodofpassingthetwo-semester general chemistry program if the student had a

MSATscorehigher than580, there isnocorrelationbetweenthe student’sMSATor SATL scoreswith their final grade.Nostatistically significant relationship (p < 10–48) could be foundbetween the student performance in the flipped classroomandtraditionalsettingtothestudent’sMSATorSATLscore.The final overall grade distribution, including students whowithdrewfromthecourseandreceivedagradeofW,isshowninFigure5a.What standsout is thepercentof studentswhowithdrew from the course in the traditional setting: 52% of208 students, versus 22% of 154 students in the equivalentflipped classroom setting. At first glance, with a higherpercentage of students in the flipped classroom settingcompletingthecourse,itwouldseemthatthestudentsintheflipped classroom outperformed their counterparts in thetraditionalsetting.Ifourobjectivewere tohaveasmany studentspass the firstsemester of the alternative three-semester course, than itwould seem that a flipped classroom was a more effectiveteaching method than the traditional approach. Informalinterviews and polling of students in the flipped classroom

(a) (b) (c)

(d) (e) (f)

Figure 3. Screenshots of the Animation Module for Stoichiometry: Mole Concept. Modules usually (a) begin with a statement of learning objectives, followed by (b) a menu of content topics navigating to (c & d) a treatment –often highly visual of the topic (always with voice annotation/narration and closed-captioning), and usually with (e) content understanding self-checks. The module usually ends with (f) a

programmatically generated exercise of randomly generated numbers and question wordings.

From: Understanding the “Set” Concept 4. If16moleculesofaluminumwereavailable,howmany

moleculesofaluminumoxidewouldbeproduced?

5. If18moleculesofoxygenwereavailable,howmanyaluminumatomswouldreact?…

From: The Mole Concept: the “N” Set and Avogadro’s Number …

9. Completethestatement:If1.00gofelementalphosphorouswereassumedtobeequivalenttoanNnumberofelementalphosphorous,then3.43gofchlorinegasmustbeequivalentto____Nofchlorinemolecules,sothat1Nofchlorinemoleculesisequivalentto_____g.

Figure 4. Excerpts from the Worksheet Accompanying the Mole Concept Flash Animation.


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pointedoutthatstudentsfeltthattheyhad“agoodchanceofmaking it”, that the material “made more sense”, that they“couldalwaysgoback”andreviewthematerial–allofwhichcontributed to studentsdeciding to stay in the course.Otherinvestigators have reported similar findings on studentpreference for the flipped classroom teaching method(Fitzgerald and Li, 2015; Seery, 2015;Weaver, 2015), and ofstudents having a sense of confidence in their grasp of thematerial when presented in this way (Schultz et al., 2014;Hibbardetal.,2016;Shattuck,2016).

However, if the objective was to enhance the learning ofstudents (as measured by performance in exams), we mightlooktotheperformanceofonlythestudentswhoremainedinthe course and received a grade. If the students whoeventually withdrew were taken out of the analysis, asomewhatdifferentpictureappears.Thegradedistributionforjust the studentswho took the final exams and had a graderecorded is shown in Figure 5b. There appears to be nosignificant difference in the percent distribution of studentsthrough the range of letter grades. It would seem that thestrongesteffectoftheflippedclassroominterventionisinthepercent of students who successfully completed the course,ratherthanabetterperformanceforthosewhodidcompletethe course. As such, we wanted to delve deeper into thestudentperformanceofthosewhodidcompletethecourseinthehopeof getting a clearerpictureof studentperformanceunderthetwoteachingmethods.The performance in the first midterm exam for only thestudentswhocompletedthecourseinboththetraditionalandflipped classroom teachingmethods is summarized in Figure6a. There were n=84 in the combined 4 sections over twosemesters of traditional teaching method, and n=85 in theflipped classroom teachingmethod. The average andmedianscoresforthetraditionalsettingswere68and65,respectively,and64and66fortheflippedclassroom.Itwouldseem,fromthemedianandaveragescores, that there isnodifference instudent performance when subjected to the two differentteachingmethods.However,itcanbeseenfromthegraphofgrade distributions that there was a greater percentage ofstudents in the extremes in the flipped classroom setting.There were 4% of students getting A’s in the traditionalsetting,whiletherewere11%intheflippedclassroom.Ontheother hand, there were 12% getting D’s in the traditionalversus21%intheflipped.Thisseemstopointoutthatwithin

the group of underprepared students (those who came intotheirfirstyearofcollegewithaMSATof580orlower),thereisa small subgroup that might thrive in a flipped classroomsetting,butthereisalsoasmallsubgroupthatwouldperformworse when compared to those in the traditional teachingmethod.Asimilarpatterncanbeseen for thestudentperformance inthe second midterm exam, when students transferring fromthe two-semester program had been incorporated into thestudy groups. This is summarized in Figure 6b. There weren=100 in the combined 4 sections over two semesters oftraditional teaching method, and n=119 in the flippedclassroom teaching method. Average and median scores forthe traditional settingswere 62 and 63, respectively, and 63and65 for the flippedclassroom.Again, itwould seem, fromthemedianandaveragescores, that there isnodifference instudent performance when subjected to the two differentteachingmethods.However,thesametrendofstudentsintheflipped classroom either doing better or worse than theircounterparts in the traditional setting can be seen. 1% ofstudentsinthetraditionalsettingreceivedA’s,while8%didsoin the flippedclassroom.On theotherhand, therewere18%getting F’s in the traditional versus 26% in the flippedclassroomsetting.

This trend of the flipped classroom beingmore effective forupperbracketandworseforthelowerbracketofthestudentsin this study can be further highlighted when the transferstudentperformancewereseparatedfromtheoverallstudentperformanceinthisstudy.Figure7separatestheperformanceinthesecondmidtermexamofstudentsaboveandbelowthe580MSATcut-off;Figure7ashowsthedataforstudentswhostarted the semester in the three-semester program, whileFigure 7b shows that of students who transferred into the

(a) (b) Figure 6. Student Performance in the First and Second Midterm Exam

(counting only the students who finished the course). (a) Students Below the 580 MSAT Cut-off, and (b) Students in (a) Mixed with Students who

Transferred in.

Figure 5. Overall Performance: Traditional vs. Flipped. (a) All Students, (b) Students with Recorded Grades Only.

(a) (b)

(a) (b) Figure 7. Student Performance for the Second Midterm Exam, for (a)

Students who Started in the Alternative Program, and (b) Students who Opted-in after the First Midterm Exam in the Standard Two-semester

Program.


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alternativeprogramafterdoingpoorlyinthefirstexamofthetwo-semesterprogram.Itcanbeseenfromthesegraphsthat,again, there is a wider spread of student performance in aflipped classroom setting, with more students performingbetterandworsethantheirtraditionalcounterparts,andthatthis difference in overall performance is independent ofwhether the students started the semester in the three-semester,flippedclassroomprogramornot.Thethirdmidtermexamwasovercontentthatwashandledinatraditionalteachingsystemforbothgroupsinthisstudy;theexpectationwasthattherewouldbenodifferenceinstudentperformance between the two groups. However, it can beclearly seen in thegraphshown inFigure8 that thestudentswhohaddevelopedcontentintheflippedclassroomteachingmethod performed poorer than their counterparts in thetraditional setting when the teaching method reverted fromflipped classroom to traditional teaching methods. Splittingtheperformancecomparisonintostudentswhostartedinthealternativeprogram(fig.8b)fromstudentswhotransferredinafterthefirstexam(fig.8c)showedthatthepoorperformancefor students who started in a flipped classroom setting andreverted to a traditional lecture setting for the third contentand exam was independent of whether they started in thealternative program or transferred in midway through thesemester.Itseemsthatafterastudenthadbeenstudyinginaflippedclassroomsettingforacertainperiod,goingbacktoatraditionalteaching/studyingmethodhadanadverseeffectonthestudent’sperformance.

SummaryandConclusionsThe data seem to indicate that students entering the firstsemester of the first year general chemistry program andcoming in with poor preparation as indicated by theirperformance in their MSAT and SATL college entranceexaminationweremore likely to remain in the program andreceive a grade if a flipped classroom teachingmethodwereused. Thiswas in conjunctionwith the students’ reports thatthey found the content more accessible, understood thematerialbetter,couldreviewthematerialwithmoreease,andbelieved that they had a good chance of success in thisteachingmethod. Considering that 70% of the students whostarted in this alternative three-semester program wereexpected to fail in the standard two-semester generalchemistryprogram,and90%of thestudentswhotransferredin from the two-semester program into the alternativeprogram were also expected to fail in the two-semesterprogram, having 78% of these students complete the course

when a flipped classroom teaching method was used,compared to 48% in the traditional teachingmethod, clearlypointstothemeritsofaflippedclassroomteachingmethod.Ifweonlycountthestudentswhoreceivedahighenoughgradeinorder tobeallowed toproceed to the secondsemesterofthethree-semesterprogram(agradeofC–orhigher), thena62%pass-throughperformanceinaflippedclassroomteachingmethodversusa38%pass-throughinthetraditionalteachingmethod again highlights the merits of a flipped classroomapproachtoteaching.When the performance of only the students who completedthe course was analyzed, it appeared that there weresubgroupsof studentswhoeitherperformedbetterorworseintheflippedclassroomsettingwhencomparedtoequivalentstudents in the traditional teaching method. This seemed toindicatethatwhilestudentsmaygetasenseofconfidence intheir grasp of the content in a flipped classroom setting,enoughtoputeffortinthecourseandcompleteit,thissensedidnotreadilytranslatetoincreasedlearning(asmeasuredbyperformanceinexams)forsomeofthesestudents.Theexamperformance average and median scores for students whocompleted the flipped classroom course and for those whocompleted the traditional lecture-based course were similarenoughtosuggestthattheleveloflearningforbothgroupsinthestudywerecomparable.However,theaverageandmedianscoresmaskthedifferenceinthespreadordistributionoflettergrades.Theshapeofthedistribution curveswere sufficiently different so that it couldbenoted that thereweremorehigher scoringaswell as lowscoringstudentsintheflippedclassroom.Thiscouldmeanthata flipped classroom teaching method might have been toomuchforasmallsubsetofstudents,whoworkedtostayinthecoursebutcouldnotperformwell.Wemayneedtobeawarethatnotallstudentswillthriveinthisteachingmethod.Ontheother hand, this could mean that since the retention rate ishigher in the flipped classroom setting, and considering thatthe students in this study are generally underprepared forcollege-levelstudy,theshapeofthelettergradedistributioninthe flippedclassroommighthavebeenskewed toward lowerletter grades with the inclusion of more underperformingstudents. In this case, the flipped classroom studentperformance curve might actually represent higher learningoutcomes. Further study needs to be made in order todetermine if –higher retention rates not withstanding– ananimation-based flipped classroom allows for higher learningoutcomes,and/orthedevelopmentofbetterunderstandingofparticulartopics.Another important finding of this studywas thatwhile theseunderprepared students could readily adjust to a no-lecture,animation-based flipped classroom teaching method, after acertainamountofexposuretothismethod–thelengthofonecontent topic or chapter– reverting to a traditional teachingmethod was shown to have an adverse effect on studentperformance. This seems to indicate that, for this type ofstudents,usingmultipleandverydifferentteachingmethods,especiallyifthenovelteachingmethodisusedforaprolonged

(a) (b) (c)

Figure 8. Performance in the Third Midterms. For (a) All Students, (b) Students who Started in the Alternative Program, and (c) Students who

Opted-in.


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period before switching to a traditional teaching method,wouldhaveadeleteriouseffectonstudentperformance.Contrary to the preconception among some instructors thattheflippedclassroomteachingmethodwillnotbeeffectiveforunderprepared students, this study seems to indicate thateven underprepared students, the bottom third of incomingfirst-year college students, will perform well in the flippedclassroom. While there will be some students who will beadversely affected by, and have difficulty adjusting to, thisnovelteachingmethod,thiseffect isoffsetbythepercentageofstudentswhopersistintheprogram,andthepercentageofstudentswhoperformbetter in the flippedclassroomsettingdespitecominginunderprepared.

ImplicationsforPracticeInquiry-focused, self-guided animations and simulations withguide worksheets provide a viable alternative procedure forproviding content in a flipped classroom teaching method.Using worksheet-supported animations and simulations in aflipped classroom setting further emphasize learning as aprocess of developing, rather than absorbing, content andskills.Whilea video-recorded lecture is still primarily adirectinstruction teaching method focused on delivering content,the animations and simulations of the type used in thisinvestigation provides an environment for the student todevelop content for himself or herself. The structure of theflipped classroom teaching method mitigates against anymisconceptions a studentmightdevelopwhile going throughthe first phase of the process since the next, immediateactivityisdesignedtobeformativeandcorrective.Animationsand simulations of the type used here have already beenshown to lend itself to better student content development(Gregorius,2005a,2010,2013;Gregoriusetal.,2010a,2010b),and the evidence here suggests that it is suited to a flippedclassroomteachingmethod.Whiletheteachingmethodusedherehadasignificantimpacton student retention even among underprepared students,there is concern that, based on the performance of studentswho did complete the course, learning was not particularlyenhanced for all students. Some students thrived in theteaching method while others fared worse than theircounterparts in a traditional, lecture-based course. Itmaybenecessary to temper our expectations of what this teachingmethodcanallowforourstudents.Itisimportanttonotethat,shouldinstructorschoosetoadoptthis teaching system, there is data here suggesting thatswitchingbacktoatraditionallecture-basedteachingmethodafterusingtheflippedclassroommethodforatleastoneunitor book chapter can have an adverse effect on studentperformanceinlaterchapters.Ratherthanusethemethodforspecific content or switch back and forth between differentteaching methods, it might be better to develop an entiresemesterasaflippedclassroom.

ConflictofInterestTherearenoconflictstodeclare.

NotesandreferencesACSExamInstitute,2005GeneralChemistryExam–Paired

Questions,FirstTerm|ACSExams.BrownT.L.,LeMayH.E.J.,BurstenB.E.,MurphyC.J.,Woodward

P.,andStoltzfusM.E.,(2015),Chemistry:TheCentralScience,13thed.UpperSaddleRiver,NJ:PearsonPrenticeHall.

ButzlerK.B.,(2015),ConfChemConferenceonFlippedClassroom:FlippingatanOpenEnrollmentCollege.J.Chem.Educ.,92(9),1574–1576.

DeLozierS.andRhodesM.G.,(2017),FlippedClassrooms:AReviewofKeyIdeasandRecommendationsforPractice.Educ.Psychol.Rev.,29(1),141–151.

FitzgeraldN.andLiL.,(2015),UsingPresentationSoftwareToFlipanUndergraduateAnalyticalChemistryCourse.J.Chem.Educ.,92(9),1559–1563.

GregoriusR.Ma.,(2008),AneBookinFlashtoSupportInductiveLearning.Newsl.Conf.Chem.Educ.CONFCHEM.

GregoriusR.Ma.,(2010),GoodAnimations:PedagogyandLearningTheoryintheDesignandUseofMultimedia.inBelfordR.E.,MooreJ.W.,andPenceH.E.(eds.),EnhancingLearningwithOnlineResources,SocialNetworking,andDigitalLibrariesACSSymposiumSeries.AmericanChemicalSociety,pp.167–190.

GregoriusR.Ma.,(2013),LinkingAnimationDesignandUsagetoLearningTheoriesandTeachingMethods.inPedagogicRolesofAnimationsandSimulationsinChemistryCourses.ACSSymposiumSeries.AmericanChemicalSociety,pp.77–96.

GregoriusR.Ma.,(2011),StudentPerformanceinVariousLearningProtocols.J.Coll.Sci.Teach.,40,101–111.

GregoriusR.Ma.,(2005a),VariousLearningEnvironmentsandTheirImpactonStudentPerformance,PartII:PowerPointversusFlash–basedSelf–Instruction.Chem.Educ.,10,78–81.

GregoriusR.Ma.,(2005b),VariousLearningEnvironmentsandTheirImpactonStudentPerformance,PartI:TraditionalversusPowerPointandWebCTAugmentedClasses.Chem.Educ.,10,72–77.

GregoriusR.Ma.,SantosR.,DanoJ.B.,andGuitierrezJ.J.,(2010a),CanAnimationsEffectivelySubstituteforTraditionalTeachingMethods?PartII:PotentialforDifferentiatedLearning.Chem.Educ.Res.Pract.,11,262–266.

GregoriusR.Ma.,SantosR.,DanoJ.B.,andGuitierrezJ.J.,(2010b),CanAnimationsEffectivelySubstituteforTraditionalTeachingMethods?PartI:PreparationandTestingofMaterials.Chem.Educ.Res.Pract.,11,253–261.

HibbardL.,SungS.,andWellsB.,(2016),ExaminingtheEffectivenessofaSemi-Self-PacedFlippedLearningFormatinaCollegeGeneralChemistrySequence.J.Chem.Educ.,93(1),24–30.

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LoganB.,(2015),DeepExplorationoftheFlippedClassroombeforeImplementing.J.Instr.Pedagog.,16,1–12.

MooringS.R.,MitchellC.E.,andBurrowsN.L.,(2016),EvaluationofaFlipped,Large-EnrollmentOrganicChemistryCourseonStudentAttitudeandAchievement.J.Chem.Educ.,93(12),1972–1983.


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