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Research Paper | Education Management | Philippines | Volume 8 Issue 1, January 2019

Developmental Level, Problem - Solving Skills and Perceptions in Learning Electrochemistry Using a Flipped Classroom Model

Dexter C. Necor ^[2]

Abstract: Problem- solving skills is very important in chemistry. Hence, students? problem - solving skills and developmental level were analyzed using flipped classroom model (FCM) as well their general perceptions. Two contrasted groups, Experimental Group (Flipped classroom) and Control Group (Conventional classroom) were used in the study. The respondents of the study were freshmen Civil Engineering students. Five factors of problem - solving skills were used as a scheme interpretation. Lastly, the developmental level was also determined before and after the intervention. The flipped class was of better problem comprehension and can relate chemical concepts to the problem than the conventional class. In both classes, students have misconception statements on the oxidizing - reducing agents and the flow of electrons in a cell. Nevertheless, the majority of the students can solve problems involving the standard and non - standard Ecell potential and Gibbs free energy (?G?). The use of flipped classroom instruction garnered general positive perceptions. However, the developmental level of the students was not affected by the use of the flipped classroom. Most of the students were at a transitional level before and after the intervention. Students perceived that FCM improved independent learning, enjoyable, timely, engaging and that the use of FCM is a potential pedagogy to learn electrochemistry.

Keywords: misconceptions, problem - solving, electrochemistry, developmental level, flipped classroom model

Edition: Volume 8 Issue 1, January 2019,

Pages: 2233 - 2243

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