Abstract:
This study investigated the effects of flipped classroom learning on students' academic
performance, retention and perception towards electron configuration in a senior high
school chemistry setting. The study, conducted at Mankessim Senior High Technical
School in Ghana, addressed the prevalent issue of students' inadequate conceptual
understanding of electron configuration. Utilising a single-group pre- and post-test
action research design, the intervention involved a four-week implementation of the
flipped classroom learning approach. The findings revealed a significant improvement
in students' academic performance, with a notable difference in mean scores between
pre-test and post-test due to the flipped classroom learning approach. The magnitude of
the effect on the students’ performance was large. The study also found that the flipped
classroom learning approach was effective in retaining electron configuration concepts
among the students. The findings further showed that students reported high comfort,
increased independence, active engagement, and a more effective and enjoyable
learning experience through the flipped classroom learning approach. The study
concludes that the flipped classroom learning approach is a valuable pedagogical tool
for enhancing students' academic performance, retention and perception towards
electron configuration in chemistry education. The study recommends the integration
of flipped classroom methodology in teaching electron configuration and other
chemistry topics in the selected school.
Description:
A dissertation in the Department of Chemistry Education,
Faculty of Science Education submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Chemistry Education)
in the University of Education, Winneba
