Using multimedia-supported flipped classrooms approach to modernize organic chemistry instruction: exploring students’ and teachers’ challenges
Abstract This study investigates the challenges to effectively implementing a multimedia-supported flipped classroom approach (MSFCA) for teaching organic chemistry in Rwandan secondary schools. The primary objective was to explore the challenges students face when learning organic chemistry through...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-08-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00738-6 |
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| Summary: | Abstract This study investigates the challenges to effectively implementing a multimedia-supported flipped classroom approach (MSFCA) for teaching organic chemistry in Rwandan secondary schools. The primary objective was to explore the challenges students face when learning organic chemistry through the MSFCA and the difficulties teachers encounter when employing this approach. Although this instructional method has the potential to enhance student engagement and understanding, some barriers have hindered its widespread adoption. This study involved 73 senior five students (fifth year of upper secondary school) and two chemistry teachers, employing an explanatory sequential research design. Quantitative data were collected using a Likert scale questionnaire and analyzed with the Statistical Package for the Social Sciences (SPSS). Qualitative data from structured interviews were analyzed thematically. The findings indicate that challenges related to technology and resource availability, student and teacher-specific issues, and limitations in teaching support and institutional infrastructure hinder the effective implementation of the MSFCA. Additionally, qualitative data highlighted teachers’ concerns about inadequate training and a lack of technical support. These barriers significantly restrict the flipped classroom model’s potential to improve learning outcomes in organic chemistry. To address these challenges and enhance the success of multimedia-supported flipped classroom techniques in Rwandan secondary schools, the study recommends increasing investment in digital infrastructure, improving teacher training programs on digital competencies, and strengthening support networks. |
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| ISSN: | 2731-5525 |