Examining students’ engagement and motivation in organic chemistry through the use of a multimedia-supported flipped classroom approach

Abstract

The effective transformation of organic chemistry education necessitates the adoption of innovative pedagogical approaches that actively promote student engagement and motivation throughout the learning process. Thus, this study investigates the impact of a multimedia-supported flipped classroom approach (MSFCA) on student engagement and motivation in learning organic chemistry in Rwandan secondary schools. The study involved 73 senior five students (fifth year of upper secondary school) and two chemistry teachers, employing an explanatory sequential research design. Quantitative data were gathered using a Likert scale questionnaire and analyzed using the Statistical Package for the Social Sciences (SPSS), while qualitative data from structured interviews were thematically analyzed. The findings revealed high levels of student engagement and motivation in learning through MSFCA, as evidenced by their positive survey responses. Additionally, qualitative insights highlighted students’ eagerness for organic chemistry when taught using this innovative method. However, rural students reported lower motivation levels compared to their urban counterparts primarily due to challenges with Information and Communication Technology (ICT) infrastructure, such as limited internet access and insufficient computers. The statistically significant disparity in mean scores (rural: 49.58, urban: 68.47, P < 0.001, df =72) underscores how limited resources in rural areas hinder effective engagement in multimedia-supported flipped classrooms. Based on these findings, the study recommends integrating MSFCA more broadly to enhance student interest and motivation in organic chemistry. It also emphasizes the need to expand ICT resources, including reliable internet connectivity and adequate computer availability, particularly in rural schools.