ABSTRACT

Purpose: Although flipped classrooms have been implemented across numerous educational domains, their specific application within undergraduate chemistry education remains insufficiently explored. This study seeks to address this gap by conducting a comprehensive examination of the utilisation and impact of flipped classroom methodologies in undergraduate chemistry courses. Method: The review evaluates the effectiveness and influence of flipped classroom strategies on undergraduate chemistry instruction between 2013 and 2023. Following PRISMA assessment standards, a total of 30 studies were analysed. The review encompasses a broad array of themes, including theoretical underpinnings, technological integration, research methodologies, data collection and analysis techniques, as well as pre-class and in-class activities, and associated learning outcomes. Findings: The analysis identifies cognitive load theory, social constructivism, and self-determination theory as the predominant conceptual frameworks underpinning flipped classroom approaches. Educational technologies, particularly video editing tools and content management systems, feature prominently across the studies. A significant portion of the literature employs quasi-experimental designs and combines quantitative and qualitative research methods. Data collection methods typically include quizzes, surveys, and qualitative assessments. Pre-class preparation commonly involves video-based instruction and quizzes, whereas in-class sessions focus on collaborative tasks such as group discussions and problem-solving exercises, which facilitate active learning and enhance educational outcomes. Overall, the flipped classroom model contributes positively to undergraduate chemistry learning by enhancing academic achievement, student engagement, conceptual understanding, and collaborative skills. Moreover, it appears effective in narrowing academic disparities among learners. Novelty: This systematic inquiry reveals how flipped classroom pedagogy successfully bridges theoretical foundations and instructional practice through the integration of digital technologies that reinforce educational principles. Significance: The study provides an in-depth assessment of flipped classroom implementation in undergraduate chemistry education, offering insights into its future prospects. Additionally, it furnishes valuable implications for educators and policymakers aiming to develop inclusive and effective strategies for educational reform.