Optimizing Pedagogical Strategies in Organic Chemistry: Examining Students’ Conceptual Mastery and Perspectives on the Use of Multimedia-Supported Flipped Classroom Approach in Organic Chemistry

The 21st century has witnessed significant technological advancements, leading to the development of the multimedia-supported flipped classroom approach. This innovative teaching method has shown potential in enhancing instructional strategies by fostering active student participation and improving academic achievement. Thus, this study explores students’ conceptual mastery and perspectives on the use of the multimedia-supported flipped classroom approach in organic chemistry. To achieve this, an explanatory sequential design was employed, starting with quantitative data collection and followed by qualitative data for deeper insights. Using purposive sampling, 128 senior five students from two secondary schools were selected, with 73 students in the experimental group and 55 in the control group. Stratified sampling was also used to select seven students and two chemistry teachers for interviews. Quantitative data from pre- and post-tests were analyzed using the Statistical Package for Social Sciences (SPSS), while interview data were analyzed thematically. The results showed a significant learning gain, with the experimental group achieving a 14.23% improvement compared to the control group’s 5.13%. The experimental group’s mean score increased from 22 (std dev = 5.07) to 33.1 (std dev = 4.10), while the control group’s mean rose from 22 (std dev = 7.39) to 26 (std dev = 6.92). While most students appreciated the approach, others encountered difficulties such as technological constraints and weak Internet connectivity, prompting the study to recommend improving technology support, boosting access to information and communication technology resources, and conducting proactive troubleshooting.