Fostering Deep Learning: The Impact of Flipped Classroom on Academic Performance and Thinking Skills in Organic Chemistry Ⅰ

Abstract

Organic chemistry is widely regarded as one of the most challenging subjects in undergraduate STEM education, often contributing to decreased student motivation and academic persistence. This study aimed to evaluate the effectiveness of the flipped classroom (FC) model compared to the traditional classroom (TC) approach in enhancing academic performance and thinking skills among students enrolled in an Organic Chemistry I course. A quasi-experimental Pre-test-Post-test non-equivalent group design was implemented over 16 weeks with 110 sophomore students (55 per group). Achievement was measured using standardized tests, and data were analyzed using Generalized Estimating Equations (GEE). Results showed that the FC group achieved significantly higher post-test scores than the TC group, with a moderate effect size. While Pre-test scores showed no significant differences, the FC model notably improved higher-order thinking skills (HOTS), whereas the TC model was more effective in reinforcing lower-order thinking skills (LOTS). The findings support the integration of flipped classroom pedagogy in organic chemistry, aligning with social constructivism and cognitive load theory. A mixed instructional approach is recommended: using FC to foster analytical and creative thinking, and TC to solidify foundational knowledge, thereby equipping students with both conceptual understanding and applied skills relevant to Industry 4.0.