Flipped Learning in Secondary Chemistry: Academic Achievement and E-Learning Satisfaction

This study seeks to examine changes in students’ academic achievement after the implementation of flipped learning in secondary-level chemistry and to explore the relationship between academic achievement and e-learning satisfaction, and to investigate students’ perceptions of the model. A mixed-methods research design was employed. Quantitative data were collected from 62 twelfth-grade students using a pre-test–post-test academic achievement test and an E-Learning Satisfaction Scale, while qualitative data were obtained through semi-structured interviews. Quantitative data were analyzed using a paired-samples t-test and Pearson correlation analysis, and qualitative data were analyzed through content analysis. The results indicated a statistically significant increase in students’ academic achievement from pre-test (M = 37.66, SD = 24.46) to post-test (M = 62.66, SD = 18.08), t(61) = 7.25, p < .001, Cohen’s d = 0.92. However, no significant relationship was found between students’ e-learning satisfaction and their post-test academic achievement scores (r(60) = .125, p = .334). Qualitative findings revealed that students generally held positive views toward flipped learning, highlighting increased motivation, improved conceptual understanding, and more effective use of class time while also reporting challenges related to self-regulation, technological access, and the length of instructional videos. Taken together, the findings suggest that flipped learning can effectively enhance academic achievement in secondary-level chemistry education, although its effectiveness is influenced by instructional design, learner characteristics, and contextual factors. However, due to the absence of a control group, causal interpretations should be made cautiously. The study provides practical implications for the implementation of flipped learning in science education and offers directions for future research.