DEVELOPING STUDENTS' SELF-LEARNING COMPETENCY THROUGH THE FLIPPED CLASSROOM MODEL IN TEACHING CHEMISTRY FOR GRADE 10

DOI: 10.18173/2354-1075.2025-0082

Abstract

This study examines the effectiveness of the flipped classroom model in enhancing self-learning competency among Grade 10 chemistry students. The research was conducted with students from two Vietnamese high schools using a mixed-methods approach to evaluate the impact of the flipped classroom on topics such as "Chemical Energy" and "Reaction Rate". The experimental group engaged in flipped classroom activities, which included video lectures and collaborative in-class exercises, while the control group received traditional instruction. Data were collected through observations, surveys, and pre- and post-tests, and analyzed using descriptive and inferential statistics. Results indicated that the flipped classroom model significantly improved students’ self-learning competency and engagement. The experimental group demonstrated higher test scores, and qualitative feedback highlighted increased initiative and collaboration among students.