Graduate Research Papers

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Open Access Graduate Research Paper

Abstract

This action research study examines how the placement of flipped instruction within a 5E instructional model impacts student content understanding and perceptions of learning in a high school Chemistry II course. Research was conducted across three sections during a gas laws unit, with each section experiencing a different instructional approach. These approaches included flipped instruction in the Engage phase, flipped instruction in the Explain phase, or a non-flipped approach in which all parts of the 5E occurred in class. Pre and post tests were used to measure student understanding, while surveys and reflections were used to gather student perceptions of their learning experiences.

Quantitative results showed that all three groups demonstrated growth from pre to post test, but no statistically significant differences were found in content understanding between the groups. Nonparametric analyses, including Wilcoxon Signed Rank and Kruskal-Wallis tests indicated that the placement of flipped instruction within the 5E model did not have a measurable impact on student achievement. However, qualitative findings showed a preference for in-class learning across all groups. Students emphasized the importance of teacher support and guidance when working through new or challenging content. While some students appreciated having exposure to content before class in the Engage phase, many expressed frustration with learning new material independently outside of class. Overall, the findings suggest that flipped instruction does not significantly impact student achievement when placed in different parts of a 5E model, but it does influence student perceptions of learning. Results suggest that flipped instruction may be most effective a tool to prepare students in the Engage phase to scaffold student understanding without replacing in-class instruction.

Year of Submission

2026

Degree Name

Master of Arts

Department

Science Education Program

First Advisor

Jesse Wilcox

Date Original

2026

Object Description

1 PDF file (70 pages)

Language

en

File Format

application/pdf

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