Enhancing Multidimensional Student Engagement in a College Chemistry Class Through Group-Based Flipped Instruction

This quasi-experimental study investigated the effects of group-based flipped instruction (GBFI) compared to a conventional blended learning setup (CBLS) on multidimensional student engagement in a college chemistry course in the Philippines. Student engagement was conceptualized as behavioral, emot...

The International Journal of Science, Mathematics and Technology Learning

Common Ground Research Networks