Retrospective analysis of the effect of flipped-type classroom for chemistry using a Rubric

Abstract

A flipped-type classroom was tried in a chemistry class attended by a small number of freshmen students. The students were given homework assignments two weeks prior to each lecture. The relevant lecture was then presented after the students’ marked homework was returned. A Rubric was applied to a self-evaluation of student performance. For students in year 2012–2015, the difference and ratio of deviation values between examinations administered before and after the trial classroom were compared to the standard classroom. No significant difference was found. However, the probability of students in the trial classroom having to repeat the year was significantly lower than for students in the standard classroom, especially in cases where the difference in deviation values and the ratio of deviation values were relatively small. Rubric self-evaluation for the homework was significantly related to the deviation values for the examinations, but not significantly related to the difference or ratio of the deviation values.