Document Type : Original research
Authors
1
Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
10.48310/chemedu.2026.21751.1392
Abstract
Background and Objective: Inorganic chemistry is widely recognized as a conceptually rigorous and experimentally intensive discipline, for which traditional lecture-based instruction frequently affords limited opportunities for structured reasoning and collaborative engagement. Flipped pedagogy reallocates initial content acquisition to the pre-class phase, thereby transforming in-class time into an interactive environment dedicated to higher-order problem-solving, peer discourse, and formative assessment. This study investigates the effects of flipped instruction on undergraduate students’ academic performance and the development of their problem-solving competencies in an inorganic chemistry course. Methods: A convergent mixed-methods, quasi-experimental design was implemented involving 88 pre-service science teachers across four intact classes. Two classes were exposed to flipped instruction, while the remaining two received conventional lecture-based teaching over the course of one semester under the guidance of the same instructor to ensure instructional consistency. Academic achievement was evaluated using a pre-knowledge test, as well as midterm and final examinations. Problem-solving skills were assessed at three time points—at the beginning, midpoint, and conclusion of the semester—through a validated questionnaire. Qualitative data derived from open-ended questionnaire responses were subjected to inductive coding and thematic analysis. Findings: The groups were comparable at baseline. The flipped cohort exhibited a modest advantage on the midterm that did not remain statistically significant after correction; however, they achieved significantly higher scores on the final examination, with the performance gap widening by the end of the semester. Moreover, they demonstrated greater gains in problem-solving skills at the final assessment. Qualitative findings converged with these results, indicating deeper conceptual understanding, enhanced multistep reasoning, more substantive peer collaboration, and increased motivation. Reported challenges included a substantial pre-class workload, stress associated with readiness checks, uneven levels of preparation, and limited internet access. Conclusion: Flipped instruction can strengthen achievement and problem-solving in inorganic chemistry when pre-class tasks are manageable, and in-class activities are carefully scaffolded. Given the single-institution setting and technology constraints, replication across diverse universities and learning conditions is needed.
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