Achievement In Organic Chemistry Through E-Module and Flipped Classroom Approach: An Experimental Study

Abstract

Education is an important instrument to technological and socio-economic development of every nation. Technology integration with pedagogy can change the scenario of outcome-based education. This study measures the effectiveness of e-Module and Flipped Classroom approach on the organic chemistry achievement. The researcher used e-Module (Self Learning Material) based on Programme Instruction which was developed and validated by the researcher. The researcher also used e-Content videos for flipped classroom teaching which were prepared by the researcher and validated by the expert’s opinion. The effectiveness of two instructional approaches on the achievement in organic chemistry among students was measured by conducting quasi-experimental study using achievement test at pre and post intervention stage. Researchers created two experimental and one control groups to conduct this research in experimental setting without full control of intervening and moderator variables. This study used 144 sample students having chemistry as their major elective subject in a Senior Secondary School (Burdwan Model School) affiliated to CBSE, in Purba Bardhaman District in West Bengal. Purposive and random sampling techniques were employed at the various stages. The data were collected and analysed by inferential statistics such as ANOVA, ANCOVA with Post-Hoc analysis and Pair sample t-test. The result showed that the achievement of XIstandard student in organic chemistry was better through E-Module than Conventional approach; similarly, the achievement of students was better for Flipped Classroom approach than Conventional approach. The results revealed that the Flipped classroom approach was the most effective instructional approach in organic chemistry learning for 11th standard students whereas e-module approach was also effective as selfinstructional approach in parallel with flipped classroom instruction.