Unlocking chemistry calculation proficiency: uncovering student struggles and flipped classroom benefits

Abstract This study investigated the challenges first-year bachelor teacher students ( N = 24 in experimental and 36 in the control group) face in basic chemistry calculations, a critical aspect of chemistry education. This study investigated the effectiveness of a flipped-classroom model in a Chemistry Calculations course for pre-service teachers during the pandemic-induced shift to online education. A control group, which experienced traditional in-person instruction, and an experimental group, which experienced the flipped-classroom model, were compared. The students’ progress was measured through pre- and post-tests covering five types of chemical calculations, and interviews with 12 students provided additional insights. Results indicated that while students generally handle calculations involving composition of solutions well, they struggle with pH calculations, mixing equations, and balancing chemical equations. The study identified lack of attention to these topics in some secondary schools and students’ difficulties with mathematical concepts as key factors in these challenges. This research aims to guide undergraduate instructors in optimising course content to address these issues, thereby improving students’ performance, and reducing dropout rates. It highlights the need for further investigation into the teaching of chemistry calculations at the secondary level.