Enhancing Conceptual Understanding of Chemical Industry through Flipped Instruction: A Quasi Experimental Study
DOI:
https://doi.org/10.55737/trt/v-i.212Keywords:
Flipped Classroom, Conceptual Understanding, Chemical Industry, Chemistry Education, Quasi-Experimental DesignAbstract
The paper examined how the flipped teaching method can be used to develop the conceptual knowledge among secondary school students studying the chemical industry. The objective of the research was to understand whether a flipped classroom method could be an effective way of enhancing the conceptual learning of students as opposed to conventional lecture-based teaching. Quasi-experimental research design was adopted in which a pre-test-post-test control group design was used. The research was carried out among high school learners taking chemistry. Two intact groups were then taken with one being the experimental group taught by use of flipped instruction and the other group being treated as the control group taught in a traditional way. Experimental group students watched instructional videos before class; in-class time focused on collaboration, problem-solving, and concept clarification. A tested conceptual understanding test was applied in the form of pre-test and post-test in order to gather the data. A statistical test was made on the differences between the groups in terms of appropriate inferential statistics. The findings indicated a statistically significant difference in the conceptual knowing of students exposed to flipped teaching and those taught using the traditional way of teaching. Flipped classroom increased student engagement, promoted active learning, and enhanced understanding of complex chemical industry concepts effectively. The results indicate that the technique of flipped instruction could be also effective as a pedagogical method to teach the complicated topics in chemistry. Digital tools and interactive lessons boost students' conceptual understanding and make science learning more meaningful.
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