Flipped Classroom and Supplemental Instruction in High Structure Course Design and Their Effects on Students’ Learning in Gateway Chemistry Course

Abstract

Redesigning high-enrollment, low division courses or gateway courses, in favor of evidence-based teaching practices improves student performance in higher education fields of science, technology, engineering and mathematics (STEM). Course redesign in favor of a blended high-structure course format based on flipped classroom and Supplemental Instruction and its effects on student performance in gateway General Chemistry course was evaluated using the logistic regression analysis. Three versions of General Chemistry II (Chemistry 202) course taught by the same instructor, were assessed based on students‘ final grades. The sample design included students enrolled in the blended predominantly online low-structure course, control section (fall 2021), with initial population of 67; two blended high-structure courses, experiment in current research: 50% online 50% face-to-face (fall 2022 and fall 2023) with initial populations 63 and 53 students respectfully. It was shown that a blended high-structure course design with the flipped classroom teaching/learning model offered in conjunction with Supplemental Instruction significantly enhanced performance of the students and led to improved student performance in the subsequent course in General Chemistry sequence, highlighting positive long-term effect of the flipped classroom learning on student performance. This research advocates for the adoption of high-structure learning environments and robust Supplemental Instruction programs as effective strategies to foster educational achievement in challenging gateway courses.

Presenters

Lyudmyla Stackpool
Chemistry Instructor, Department of Biochemistry, Chemistry, and Geology, Minnesota State University, Mankato, Minnesota, United States

Galkande Iresha Premarathna
Associate Professor, Mathematics and Statistics, Metro State University Saint Paul, Minnesota, United States

Laura Jacobi
Professor and Program Director (Supplemental Instruction--MavPASS), Communication, Minnesota State University Mankato, Minnesota, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Learning in Higher Education

KEYWORDS

Course Redesign, Flipped Classroom, Gateway Course, High Structure Course, Supplemental