Effect of a Flipped Classroom Teaching Approach on Improving Students’ Performance and Decreasing the Academic Equity Gaps in Gateway Chemistry Course

Abstract

Currently, the transformation of lower division courses with high-enrollment, or gateway courses, to include evidence-based teaching practices is one of the fundamental ways in transforming high education in the fields of science, technology, engineering, and mathematics. In gateway courses students learn the foundational skills and knowledge to succeed in upper division courses. Unfortunately, the rate of student success in gateway courses is low. This slows down students’ progress, leading to poor pass rates and retention rates. A redesign of the gateway General Chemistry course in favor of a high-impact active learning practice (flipped classroom teaching/learning model) was evaluated using the logistic regression analysis and qualitative summative content analysis. It was shown that simultaneously implementing two evidence-based teaching approaches (the flipped classroom teaching/learning model offered in conjunction with the supplemental instruction faculty-facilitated learning enhancement tutoring) significantly enhances student academic achievements and leads to a decrease in the academic equity gaps among several groups of students.