Incorporating Active Learning and Inclusive Practices in a Flipped Environment: Findings from Introductory Chemistry at a Hispanic Serving Institution

General Chemistry (GC), Calculus, and Physics have gained notoriety as "gatekeeper courses," contributing to diminished STEM retention and graduation rates. In response, chemistry faculty have embraced research-supported flipped classroom strategies. Although the concept of flipping the classroom has gained popularity in recent years, there is a notable lack of studies assessing its effectiveness in universities with large Latinx student populations (HSI or Hispanic-Serving Institutions). To address this gap in the literature, we conducted a study examining the performance metrics of Latinx students from the University of Puerto Rico Humacao enrolled in three instructional modalities of General Chemistry 1 (GC1): traditional, technology-assisted, and flipped classrooms. The study compared how each format supported Latinx students' success and retention in the course. By exploring students' perceptions of their learning environment, the researchers also assessed the impact of inclusive and active learning practices on their learning experiences. Academic performance and retention were assessed by four departmental exams, while students' perceptions were gathered using a survey. Results showed a remarkable 37% improvement in exam scores and a noteworthy 26% increase in course retention in the flipped model classroom sections compared to other modalities. Furthermore, 97% of students in the flipped sections reported heightened feelings of inclusion. More than 70% of them also indicated improvements in essential soft skills, such as note-taking, teamwork, time management, and problem-solving. This research study underscores that implementing flipped strategies and simultaneously fostering an inclusive and active learning environment in GC1 can effectively enhance learning and retention among Latinx students while cultivating positive student perceptions.