A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning

Benjamin Aidoo 1 * , Christian Anthony-Krueger 2, Alexander Obiri Gyampoh Gyampoh 3, Johnson Tsyawo 4, Francis Quansah 5
More Detail
1 School of Education, University of Iceland, Reykjavik, ICELAND
2 Department of Science Education, University of Cape Coast, Cape Coast, GHANA
3 Kibi College of Education, Kibi, GHANA
4 Jasikan College of Education, Jasikan, GHANA
5 Fosu College of Education, Assin-Fosu, GHANA
* Corresponding Author
EUR J SCI MATH ED, Volume 10, Issue 4, pp. 507-518. https://doi.org/10.30935/scimath/12339
Published: 11 August 2022
OPEN ACCESS   2403 Views   1441 Downloads
Download Full Text (PDF)

ABSTRACT

This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students’ academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students’ academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.
Keywords: flipped learning, inquiry-based learning, academic achievement, collaboration, critical thinking skills

CITATION

Aidoo, B., Anthony-Krueger, C., Gyampoh, A. O. G., Tsyawo, J., & Quansah, F. (2022). A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning. European Journal of Science and Mathematics Education, 10(4), 507-518. https://doi.org/10.30935/scimath/12339

REFERENCES

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
  • Addae, D., & Quan-Baffour, K. (2018). The pedagogical value of the lecture method: The case of a non-formal education programme in Ghana. Africa Education Review, 15(1), 123-137. https://doi.org/10.1080/18146627.2016.1256748
  • Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2017). Students’ difficulties in IUPAC naming of organic compounds. Journal of Science and Mathematics Education, 6(2), 77-106.
  • Akkuzu, N., & Uyulgan, M. A. (2016). An epistemological inquiry into organic chemistry education: Exploration of undergraduate students’ conceptual understanding of functional groups. Chemistry Education Research and Practice, 17(1), 36-57. https://doi.org/10.1039/C5RP00128E
  • Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35-53.
  • Arsal, Z. (2017). The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers. International Journal of Science Education, 39(10), 1326-1338. https://doi.org/10.1080/09500693.2017.1329564
  • Asiksoy, G., & Ozdamli, F. (2017). The flipped classroom approach based on the 5E learning cycle model-5ELFA. Croatian Journal of Education, 19(4), 1131-1166. https://doi.org/10.15516/cje.v19i4.2564
  • Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on the student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013
  • Azizoglu, N., Pekdag, B., Sarioglan, A. B., & Kuzucu, G. (2022). An inquiry-based instruction on the main subatomic particles: Enhancing high-school students’ achievement and motivation. Science Education International, 33(1), 75-85. https://doi.org/10.33828/sei.v33.i1.8
  • Bagheri, M., Ali, W. Z. W., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of project-based learning strategy on self-directed learning skills of educational technology students. Contemporary Educational Technology, 4(1), 15-29. https://doi.org/10.30935/cedtech/6089
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  • Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. https://doi.org/10.1002/tea.21257
  • Boateng, A. A., Essel, H. B., Vlachopoulos, D., Johnson, E. E., & Okpattah, V. (2022). Flipping the classroom in senior high school textile education to enhance students’ learning achievement and self-efficacy. Education Sciences, 12(2), 131. https://doi.org/10.3390/educsci12020131
  • Bodner, G., & Elmas, R. (2020). The impact of inquiry-based, group-work approaches to instruction on both students and their peer leaders. European Journal of Science and Mathematics Education, 8(1), 51-66. https://doi.org/10.30935/scimath/9546
  • Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a partially flipped learning model to teach first year undergraduate chemistry. Journal of Chemical Education, 96(4), 629-639. https://doi.org/10.1021/acs.jchemed.8b00414
  • Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Research in Science & Technological Education, 34(3), 307-324. https://doi.org/10.1080/02635143.2016.1174931
  • Capaldi, M. (2015). Including inquiry-based learning in a flipped class. Primus, 25(8), 736-744. https://doi.org/10.1080/10511970.2015.1031303
  • Cay, T., & Karakus, F. (2022). The effect of flipped classroom on English preparatory students’ autonomous perceptions and attitudes towards learning grammar. European Journal of Interactive Multimedia and Education, 3(2), e02209. https://doi.org/10.30935/ejimed/12154
  • Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. SAGE.
  • de Dieu Kwitonda, J., Sibomana, A., Gakuba, E., & Karegeya, C. (2021). Inquiry-based experimental design for enhancement of teaching and learning of chemistry concepts. African Journal of Educational Studies in Mathematics and Sciences, 17(2), 13-25.
  • Duran, M., & Dokme, I. (2016). The effect of the inquiry-based learning approach on students’ critical-thinking skills. Eurasia Journal of Mathematics Science and Technology Education, 12(12). https://doi.org/10.12973/eurasia.2016.02311a
  • El Mawas, N., & Muntean, C. (2018, July). Supporting lifelong learning through development of 21st century skills. In Proceedings of the 10th International Conference on Education and New Learning Technologies. https://doi.org/10.21125/edulearn.2018.1723
  • Eugene, U. O., & Ezeh, D. N. (2016). Influence of gender and location on students’ achievement in chemical bonding. Mediterranean Journal of Social Sciences, 7(3), 309. https://doi.org/10.5901/mjss.2016.v7n3p309
  • Fuchs, K. (2021). Evaluating the technology-enhanced flipped classroom through the students eye: A case study. In Proceedings of the 3rd International Conference on Research in Education (pp. 25-33).
  • Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an english teacher education program in Mexico. Higher Learning Research Communications, 10(2), 6. https://doi.org/10.18870/hlrc.v10i2.1209
  • Heindl, M. (2018). Determining factors in the European classroom with eTwinning when inquiry-based learning. International Journal of Teaching and Case Studies, 9(2), 131-141. https://doi.org/10.1504/IJTCS.2018.090962
  • Herawati, H., Hakim, A., & Nurhadi, M. (2020). The effectiveness of inquiry-based learning with multiple representation to improve critical thinking skill in learning electrochemistry. AIP Conference Proceedings. https://doi.org/10.1063/5.0001060
  • Hofer, E., Abels, S., & Lembens, A. (2018). Inquiry-based learning and secondary chemistry education-a contradiction. RISTAL, 1, 51-65. https://doi.org/10.1515/cti-2018-0030
  • Holbrook, J., Rannikmae, M., & Valdmann, A. (2014). Identifying teacher needs for promoting education through science as a paradigm shift in science education. Science Education International, 25(2), 4-42.
  • Ibrahim, M., Hamza, M., Bello, M., & Adamu, M. (2018). Effects of inquiry and lecture methods of teaching on students academic performance and retention ability among NCE 1 chemistry students of Federal College of Education, Zaria. Open Access Journal of Chemistry, 2(3), 1-8.
  • Karyadi, P. A., Paristiowati, M., & Afrizal, A. (2020). Analysis the 21st century skills of students in chemical equilibrium learning with flipped classroom-collaborative problem solving model. JTK (Jurnal Tadris Kimiya [Kimiya’s Tadris Journal]), 5(1), 48-60. https://doi.org/10.15575/jtk.v5i1.7971
  • Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
  • Li, X., Muñiz, M., Chun, K., Tai, J., Guerra, F., & York, D. M. (2022). Inquiry-based activities and games that engage students in learning atomic orbitals. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.1c01023
  • Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2287
  • Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom model. Primus, 25(8), 745-762. https://doi.org/10.1080/10511970.2015.1046005
  • Maphosa, C., & Ndebele, C. (2014). Interrogating the skill of introducing a lecture: towards an interactive lecture method of instruction. The Anthropologist, 17(2), 543-550. https://doi.org/10.1080/09720073.2014.11891463
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry, MyEducationLab Series. Pearson.
  • MoE. (2007). Teaching syllabus for integrated science (JHS 1-3). Ministry of Education, CRDD.
  • Molitor, L. L., & George, K. D. (1976). Development of a test of science process skills. Journal of Research in Science Teaching, 13, 405-412. https://doi.org/10.1002/tea.3660130504
  • Mulvey, B. K., Chiu, J. L., Ghosh, R., & Bell, R. L. (2016). Special education teachers’ nature of science instructional experiences. Journal of Research in Science Teaching, 53(4), 554-578. https://doi.org/10.1002/tea.21311
  • Munzil, M., Pandaleke, M., & Sumari, S. (2020). Flipped classroom: A novel model to increase critical thinking skill in chemistry courses. AIP Conference Proceedings, 2215, 020014. https://doi.org/10.1063/5.0000540
  • Murillo-Zamorano, L. R., Sánchez, J. Á. L., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers & Education, 141, 103608. https://doi.org/10.1016/j.compedu.2019.103608
  • O’Dwyer, A., & Childs, P. E. (2017). Who says organic chemistry is difficult? Exploring perspectives and perceptions. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3599-3620. https://doi.org/10.12973/eurasia.2017.00748a
  • O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
  • Oladejo, A. I., Nwaboku, N. C., Okebukola, P. A., & Ademola, I. A. (2021). Gender difference in students’ performance in chemistry–can computer simulation bridge the gap? Research in Science & Technological Education, 1-20. https://doi.org/10.1080/02635143.2021.1981280
  • Olakanmi, E. E. (2017). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26(1), 127-137. https://doi.org/10.1007/s10956-016-9657-x
  • Oppong, E., Quansah, F., & Boachhie, S. (2022). Improving pre-service science teachers’ performance in nomenclature of aliphatic hydrocarbons using flipped classroom Instruction. Science Education International, 33(1), 102-111. https://doi.org/10.33828/sei.v33.i1.11
  • Paristiowati, M., Cahyana, U., & Bulan, B. I. S. (2019). Implementation of problem-based learning–flipped classroom model in chemistry and its effect on scientific literacy. Universal Journal of Educational Research, 7(9). https://doi.org/10.13189/ujer.2019.071607
  • Paristiowati, M., Fitriani, E., & Aldi, N. H. (2017). The effect of inquiry-flipped classroom model toward students’ achievement on chemical reaction rate. AIP Conference Proceedings, 1868, 030006. https://doi.org/10.1063/1.4995105
  • Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
  • Riga, F., Winterbottom, M., Harris, E., & Newby, L. (2017). Inquiry-based science education. In Science education (pp. 247-261). Brill Sense. https://doi.org/10.1007/978-94-6300-749-8_19
  • Rohyami, Y., & Huda, T. (2020). The effect of flipped classroom cooperative learning on learning outcomes in the analytical chemistry course. AIP Conference Proceedings, 2229, 020008. https://doi.org/10.1063/5.0002664
  • Roy, S. (2016). Chemistry in our daily life: Preliminary information. International Journal of Home Science, 2(361).
  • Sarkodie, P. A., & Adu-Gyamfi, K. (2015). Improving students’ performance in naming and writing structural formulae of hydrocarbons using the ball-and-stick models.
  • Seery, M. K. (2015). Flipped learning in higher education chemistry: Emerging trends and potential directions. Chemistry Education Research and Practice, 16(4), 758-768. https://doi.org/10.1039/C5RP00136F
  • Shaw, D. B., & Yindra, L. R. (2003). Organic nomenclature. ACS Publications. https://doi.org/10.1021/ed080p1223
  • Shehu, G. (2015). The effect of problem-solving instructional strategies on students’ learning outcomes in senior secondary school chemistry. IOSR Journal of Research and Method in Education, 5(1), 10-14.
  • Shih, W. L., & Tsai, C. Y. (2017). Students’ perception of a flipped classroom approach to facilitating online project-based learning in marketing research courses. Australasian Journal of Educational Technology, 33(5). https://org./10.14742/ajet.2884
  • Singh, J. (2020). The study of the effectiveness of the inquiry based learning method in chemistry teaching learning process. Turkish Journal of Computer and Mathematics Education, 11(3), 867-875.
  • Sointu, E., Hyypiä, M., Lambert, M. C., Hirsto, L., Saarelainen, M., & Valtonen, T. (2022). Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms. Higher Education, 1-18. https://doi.org/10.1007/s10734-022-00848-2
  • Tenaw, Y. A. (2013). Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of teacher education. African Journal of Chemical Education, 3(1), 3-28.
  • Tsai, C.-W., Shen, P.-D., & Lu, Y.-J. (2015). The effects of problem-based learning with flipped classroom on elementary students’ computing skills: A case study of the production of ebooks. International Journal of Information and Communication Technology Education, 11(2), 32-40.https://org/10.4018/ijicte.2015040103
  • T-TEL. (2015). Mid-inception report. Government of Ghana/Department for International Development. https://t-tel.org/
  • Van Uum, M. S., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450-469. https://doi.org/10.1080/09500693.2016.1147660
  • Ye, X.-D., Chang, Y.-H., & Lai, C.-L. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre-and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075-1092. https://doi.org/10.1080/10494820.2018.1495651