The Effect of Flipped Classroom Environment on Academic Achievement, Self-efficacy and Metacognitive Awareness of Students towards Chemistry

Abstract This study aims to explore the effectiveness of flipped classroom environment on academic achievement, self-efficacy and metacognitive awareness of students towards chemistry. Quasi-experimental research design was used in this study. Two classes of Bachelor n Industrial Technology students enrolled at Pangasinan State University, Asingan Campus, Philippines were the subject of the study. One group of 50 students was assigned as the experimental group and the other group of 53 students was assigned as the control group. Flipped classroom was implemented in the experimental group. Achievement test, chemistry self-efficacy, and metacognitive awareness inventory was administered before and after intervention. Data was analyzed using descriptive and inferential statistics. Result revealed a significant increase in the scores of the students in the achievement test, self-efficacy and metacognitive awareness before and after intervention. A significant difference was observed in the achievement test and self-efficacy of students in the experimental and control group. Flipped classroom environment enhances academic achievement and self-efficacy of students.