THE IMPACT OF FLIPPED CLASSROOM WITH ACTIVE LEARNING MODEL OF INSTRUCTION IN TEACHING STOICHIOMETRY IN CHEMISTRY AMONG BLACK AND BROWN STUDENTS

Students pursuing professions in STEM sometimes encounter difficulties in General Chemistry, a semester-long foundational subject. A fundamental subject in this course is stoichiometry, which pertains to the mathematical connections between elements and compounds in chemical processes. This fundamental notion is essential for comprehending advanced chemistry subjects, although it may provide challenges for students because of its dependence on algorithms and prior knowledge. Research has predominantly concentrated on the conceptualization of stoichiometry through models endorsed by educators, rather than on student involvement. This project sought to investigate the interactions of Black and Brown students with essential stoichiometry ideas in General Chemistry using an active flipped classroom style utilizing PhET simulations. This method considers the cultural significance of the pupils and the impact of motivation on their academic results. The results indicated a substantial disparity in the academic performance of students participating in the active flipped classroom teaching technique in stoichiometry chemistry compared to those who were not involved. Moreover, students who participated in the Active Flipped Classroom technique showed a significant eagerness to share their views on the activities upon returning to class the following day. The study revealed that students display emotional involvement, social engagement, cognitive engagement, and successful teamwork, indicating passion for learning, sustained concentration, connection-making, and application of existing information. Keywords: Stoichiometry, Cultural Relevance Teaching, Flipped Classroom, and STEM