The effectiveness of flipped teaching based on learning strategies on the academic progress of high school students in chemistry

Document Type : Research Paper

Authors

1 Assistant Professor

2 Master's student

Abstract

The present study examines the impact of flipped teaching based on learning strategies on the academic progress of students in the chemistry course and analyzes its effects on motivation and understanding of fundamental chemistry concepts. The research method is descriptive-survey, and the statistical population students from the experimental field in Kohdasht city during the academic year 2023-2024. A researcher-made questionnaire was used for data collection, with its validity confirmed through factor analysis and its reliability estimated using a Cronbach's alpha of 0.863. The results indicated that flipped education has a significant effect on students' academic progress (significance level = 0.05). Additionally, this teaching method led to increased motivation and improved unerdstanding of basic chemistry concepts. The Spearman correlation coefficient was 0.604 for motivation and 0.662 for understanding concepts, both of which were significantly confirmed (significance level = 0.05). This research shows the positive effect of flipped learning based on learning strategies on improving student learning and motivation, which provides a basis for developing new blended learning methods. Also, teaching in this student-centered style significantly increases the quality of education and depth of learning, which can be used as an effective method in educational systems if infrastructure and content are improved.

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