This study assessed the impact of flipped instruction on study effort, exam performance, motivation, and perceived class quality in two sections of an introductory chemistry course. Giving frequent assignments and quizzes provided enough incentive to ensure pre-class study compliance, and flipped instruction did not appreciably increase overall…

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as…