Employing Flipped classrooms: An instruction embedded with multiple-mode representations to teach elimination reaction mechanism

Abstract

Flipped classroom embedded with multiple mode of representation were employed to teach organic chemistry at the undergraduate level. As such the purpose of the study is measure the effect of flipped classroom embedded with various mode of representational in understanding elimination reaction mechanism in alcohol.  A quasi-experimental design was used in this study involving 70 students from two intact classes which have were randomly classified as experimental (N=70) and control (N=70) groups. The outcome of the result demonstrated that student’s post-test scores are significantly different F (1,137) = 71.57, p<0.05 partial eta squared =0.36 after controlling the pre-test scores. This study implies that chemistry educators should encourage students to use multiple modes in addressing the difficulties in learning difficult concepts in organic chemistry.