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Contribution of Activities-Enhanced Rubrics in the Multimedia-Supported Flipped Classroom Approach on Students' Conceptual Understanding in Organic Chemistry: A Scoping Review.

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Title: Contribution of Activities-Enhanced Rubrics in the Multimedia-Supported Flipped Classroom Approach on Students' Conceptual Understanding in Organic Chemistry: A Scoping Review.
Authors: Nsabayezu, Ezechiel, Habimana, Olivier, Nzabalirwa, Wenceslas, Niyonzima, Francois Niyongabo
Source: International Journal of Technologies in Learning; Jun2025, Vol. 32 Issue 1, p77-112, 36p
Subject Terms: CHEMISTRY students, FLIPPED classrooms, ORGANIC chemistry, ACADEMIC achievement, ACADEMIA
Abstract: Organic chemistry is a difficult subject that many students struggle to understand. This subject necessitates a comprehensive understanding of carbon-based compounds and reactions, which often results in students' poor performance. Traditional instructional approaches, which rely on passive lecturing, increase this problem. In addition, the multidimensional nature of organic chemistry, coupled with a lack of real-world context, fosters student fear and anxiety, hindering students' academic achievement. To address this problem, this scoping review delves into the impact of activities enhanced with rubrics in a multimedia-supported flipped classroom approach on students' conceptual understanding of organic chemistry. Following the methodology of Arksey and O'Malley, this review analyzed forty-three research articles selected based on their quality from databases, including Web of Science, Scopus, ERIC, Academia, ISI, and Google Scholar. Using content analysis, the findings highlight the significant effects of these activities enhanced with a rubric on students' conceptual understanding of organic chemistry. Integrating a rubric in multimedia-supported flipped classroom approach into organic chemistry improves students' conceptual understanding and academic performance, increases teaching effectiveness, and creates a more engaging learning environment by allowing for rapid feedback, self-evaluation, and personalized learning experiences. Thus, this study recommends that teachers can incorporate a variety of multimedia resources for pre-class learning and utilize clear, detailed rubrics to drive in-class activities and assessments. On the other hand, an additional empirical study is needed to fully understand the application and best practices of activities enhanced with rubrics in multimedia-supported flipped classroom approach in organic chemistry classrooms. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
Description
Abstract:Organic chemistry is a difficult subject that many students struggle to understand. This subject necessitates a comprehensive understanding of carbon-based compounds and reactions, which often results in students' poor performance. Traditional instructional approaches, which rely on passive lecturing, increase this problem. In addition, the multidimensional nature of organic chemistry, coupled with a lack of real-world context, fosters student fear and anxiety, hindering students' academic achievement. To address this problem, this scoping review delves into the impact of activities enhanced with rubrics in a multimedia-supported flipped classroom approach on students' conceptual understanding of organic chemistry. Following the methodology of Arksey and O'Malley, this review analyzed forty-three research articles selected based on their quality from databases, including Web of Science, Scopus, ERIC, Academia, ISI, and Google Scholar. Using content analysis, the findings highlight the significant effects of these activities enhanced with a rubric on students' conceptual understanding of organic chemistry. Integrating a rubric in multimedia-supported flipped classroom approach into organic chemistry improves students' conceptual understanding and academic performance, increases teaching effectiveness, and creates a more engaging learning environment by allowing for rapid feedback, self-evaluation, and personalized learning experiences. Thus, this study recommends that teachers can incorporate a variety of multimedia resources for pre-class learning and utilize clear, detailed rubrics to drive in-class activities and assessments. On the other hand, an additional empirical study is needed to fully understand the application and best practices of activities enhanced with rubrics in multimedia-supported flipped classroom approach in organic chemistry classrooms. [ABSTRACT FROM AUTHOR]
ISSN:23270144
DOI:10.18848/2327-0144/CGP/v32i01/77-112