Nowadays, with the increasing use of flipped learning by many schools, more and more people take a deep interest in this new teaching model which is simply defined as school work at home and homework at school (Network, 2014). It is obvious that the conventional teaching approach could not satisfy the diverse learning needs of students, especially for those students choosing Chemistry as one of their elective subjects. Most students found that learning Chemistry is difficult when compared with other science subjects such as Biology since much content knowledge from the former one is very abstract to them, especially in learning the topic addition polymerisation which requires students to recognise and draw plenty of chemical equations. Although there are numerous studies that are related to flipped learning, no research has been conducted to investigate the effectiveness of flipped learning on addition polymerisation in Hong Kong secondary chemistry education to date. Therefore, this study aims to investigate the relationship between students' academic achievement and intrinsic learning motivation in learning addition polymerisation under flipped learning by using instruments pre-test, post-test, observation and structured-group interview. All the data collected would hence be analyzed and explained in a systematic manner to illustrate the whole picture of the study unbiasedly. The result obtained from this study would provide the public how flipped learning affects students’ learning in the topic of addition polymerisation especially in the aspects of academic achievement and intrinsic learning. Meanwhile, detailed information on how to develop suitable learning and teaching materials for flipped learning for addition polymerisation are enclosed.
|Bachelor of Education (Honours)
|Published - 2022
- Honours Project (HP)
- Bachelor of Education (Honours) (Science) (Five-year Full-time)
- Programme code: A5B085
- Course code: SCG4025