Use of Flipped Classroom Strategy and Achievement in Chemistry Among Higher Secondary Students’
DOI:
https://doi.org/10.22159/ijoe.2026v14i4.58648Keywords:
flipped classroom, achievement in chemistry, higher secondary studentsAbstract
The purpose of the current investigation is to determine whether the use of the flipped classroom strategy and achievement in chemistry among higher secondary students are increasingly positively associated for several reasons. Flipped classrooms are teaching approaches in which students watch instructional videos at home and participate in problem-based, active, and cooperative learning activities in class. The investigation focuses on whether flipped classrooms might help higher secondary students in Tamil Nadu perform better in chemistry. Traditional methods often hinder student engagement, leading to suboptimal academic performance. Data were collected from students to assess the efficacy of this teaching method and provide suggestions for improving teaching methods that will help students succeed in science classes. 100 higher secondary school students in the Dindigul district were randomly selected for a comparative survey. The researcher used the Flipped Classroom Strategy scale. Students’ Chemistry achievement marks were collected to measure their achievement. The researcher generated a personal data sheet. The data were interpreted using statistical techniques, including standard deviation, mean, t-test, and percentage analysis.
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