Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses

Abstract

Active learning environments have been shown to be beneficial for student learning; however, including such activities can be limited by the class time available. One method that can provide more opportunities for active learning during face-to-face class time is the flipped learning approach. However, studies on the impacts of flipped learning environments on student motivation are limited. Therefore, in this multi-institutional study, general chemistry students enrolled in flipped courses at three institutions responded to measures of self-efficacy and self-regulatory strategies. The results from these measures were used to evaluate how students' academic self-efficacy (ASE) and chemistry self-efficacy (CSE) changed over the term at each institution as well as to compare students' CSE between the institutions. Evidence was found for scalar measurement invariance across all measures, such that latent means could be used to compare results over time and between the institutions. Overall, students at each institution showed a decrease in ASE over the term, although their CSE increased. Comparisons between the institutions showed that students at the Southeastern institution had a higher post CSE than students at the Western and Northwestern institutions. One salient difference between the institutions was the structure of the face-to-face class time, which suggests that there may be a relation between students' post CSE scores and the structure of the course. However, other variables, such as the demographic profiles of the institutions, may have also played a role in the observed differences.

Exploring Inequities in a Traditional and a Reformed General Chemistry Course

“…Although interest in exploring, understanding, and addressing inequity has increased in recent years, disparities between students have been made all the more apparent in the wake of current events such as the COVID-19 pandemic. Interventions at all levels of education have been developed to eliminate the “gender gap” in STEM, − and various efforts have also been made to address diversity, equity, and inclusion (DEI) issues. , In particular, many have looked to pedagogy or curricular reforms as means to achieving equity. − Educational research has helped identify interventions that may lead to a significant reduction of inequity, many of which involve creating structured learning environments where students actively and collaboratively engage in major disciplinary practices and the construction of central ideas in a domain. − …”

Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students

“…-FC improves understanding and the students' level of comfort with different chemistry concepts at the end of the year (Naibert et al, 2021).…”

Tinjauan Sistematis tentang Collaborative Learning pada Bidang Kimia

“…Berdasarkan hasil penelusuran terkait "Kata Kunci" ditemukan bahwa 78 artikel dari 88 artikel yang ditemukan menggunakan kata kunci "collaborative/ cooperative learning" [17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32] . Penggunaan kedua istilah secara bersamaan, seolah-olah menyatakan bahwa CL sama dengan cooperative learning.…”