Evaluation of The Use of Flipped Classroom Based Tutorials in “Mathematics for Chemists” Course from Students’ Perspective

Research Highlights in Education and Science 2017

Editors: Dr. Mustafa Pehlivan, Dr. Wenxia Wu

Research Highlights in Education and Science 2017


Evaluation of The Use of Flipped Classroom Based Tutorials in “Mathematics for Chemists” Course from Students’ Perspective

Chapter Authors: Ahmad Aljanazrah, Franz Josef Schmitt, Thomas Friedrich

Abstract: Use of “Flipped Classroom” is gaining more and more interest in chemistry education. Within a project “educationZen” to enhance the quality of chemistry education using digital technologies at the Technische Universität Berlin, “Mathematics for Chemists I and II” courses have been implemented based on targeted flipped teaching approach. Students have been provided with online instructional videos about some of the topics addressed in the lecture and the face-to-face (tutorials) real time was used for other student-centered activities like cooperative problem solving and peer marking. The purpose of this study was to evaluate this experiment of applying flipped-classroom based tutorials to those courses from students’ perspectives and to explore those views within the frame of their digital habits and attitudes toward the use of educational technologies in teaching and learning of chemistry. In order to achieve the purpose of the study a combined quantitative–qualitative approach has been applied. The first part focuses on measuring students’ digital habits and their attitudes toward the use of educational technologies. It was based on quantitative analysis of data that was gathered through online and face-to-face questionnaires. Qualitative evaluation was used to explore and examine the students’ perceptions through focus group interviews. Findings have shown that 95% of the students are using internet more than one hour a day and most of the students liked to use online videos to support their studies. Students’ attitudes were positive toward the use of digital technologies to enhance their chemistry learning but not to substitute the role of the lecturer. Most of students still value face-to-face interaction and do not see online learning environment as a total substitution to the traditional lecture even in the future. Study findings strongly recommend applying the online instructional videos in chemistry education and to extend this model to other courses and topics.

Pages: 150-155

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