Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning
Herein, we explore the impact of using a flipped classroom approach on the achievement of learning outcomes in the International Union of Pure and Applied Chemistry (IUPAC) inorganic nomenclature in fundamental chemistry courses at the university level. In addition, the study sought to evaluate stud...
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| Format: | Article |
| Language: | English |
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ICASE
2025-06-01
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| Series: | Science Education International |
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| Online Access: | https://www.icaseonline.net/journal/index.php/sei/article/view/1183 |
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| author | Danny Arteaga Andrea Carolina Cabanzo Paola Gómez Buitrago |
| author_facet | Danny Arteaga Andrea Carolina Cabanzo Paola Gómez Buitrago |
| author_sort | Danny Arteaga |
| collection | DOAJ |
| description | Herein, we explore the impact of using a flipped classroom approach on the achievement of learning outcomes in the International Union of Pure and Applied Chemistry (IUPAC) inorganic nomenclature in fundamental chemistry courses at the university level. In addition, the study sought to evaluate student attitude, motivation, and engagement when using this dynamic and interactive learning strategy. We assessed learning competencies through workshops and post-activity tests. To determine the effectiveness of this educational strategy, we compared the results between the experimental and control groups using the average scores from each assigned task. Atotal of 72 students participated in the activity, and non-probabilistic sampling was used to select the study population. In the activities, the students in the experimental group achieved higher average grades compared to those in the control group. 97.6% of students in the experimental group passed the final test, with grades ranging from 3.0 to 5.0 (where 5.0 equals 100%), whereas only 58.6% of the control group passed the final test. The statistical analysis of the classroom implementation results showed that using the inverted approach helped students learn key concepts and IUPAC nomenclature rules, enhancing their ability to identify and name different inorganic compounds. These findings also indicated that student-centered educational activities enhance competence, boost motivation, and improve subject understanding. |
| format | Article |
| id | doaj-art-83a340f7ab5b41afb8d49156e8b9354e |
| institution | OA Journals |
| issn | 2077-2327 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj-art-83a340f7ab5b41afb8d49156e8b9354e2025-08-20T02:38:21ZengICASEScience Education International2077-23272025-06-0136224225510.33828/sei.v36.i2.11Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learningDanny Arteaga 0https://orcid.org/0000-0003-1209-3542Andrea Carolina Cabanzo 1https://orcid.org/0000-0001-6908-6066Paola Gómez Buitrago2https://orcid.org/0000-0001-8343-3255Chemistry of Natural Products Research Group, Universidad del Cauca, Popayán 19003, Colombia.Chemistry Research Group of BioactiveCompounds, Universidad del Cauca, Popayán 19003, ColombiaChemistry of Natural Products Research Group, Universidad del Cauca, Popayán 19003, Colombia.Herein, we explore the impact of using a flipped classroom approach on the achievement of learning outcomes in the International Union of Pure and Applied Chemistry (IUPAC) inorganic nomenclature in fundamental chemistry courses at the university level. In addition, the study sought to evaluate student attitude, motivation, and engagement when using this dynamic and interactive learning strategy. We assessed learning competencies through workshops and post-activity tests. To determine the effectiveness of this educational strategy, we compared the results between the experimental and control groups using the average scores from each assigned task. Atotal of 72 students participated in the activity, and non-probabilistic sampling was used to select the study population. In the activities, the students in the experimental group achieved higher average grades compared to those in the control group. 97.6% of students in the experimental group passed the final test, with grades ranging from 3.0 to 5.0 (where 5.0 equals 100%), whereas only 58.6% of the control group passed the final test. The statistical analysis of the classroom implementation results showed that using the inverted approach helped students learn key concepts and IUPAC nomenclature rules, enhancing their ability to identify and name different inorganic compounds. These findings also indicated that student-centered educational activities enhance competence, boost motivation, and improve subject understanding.https://www.icaseonline.net/journal/index.php/sei/article/view/1183active learningexperiential educationflipped classroomfun learning ambienceinorganic nomenclature |
| spellingShingle | Danny Arteaga Andrea Carolina Cabanzo Paola Gómez Buitrago Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning Science Education International active learning experiential education flipped classroom fun learning ambience inorganic nomenclature |
| title | Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning |
| title_full | Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning |
| title_fullStr | Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning |
| title_full_unstemmed | Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning |
| title_short | Promoting the Study of Inorganic Nomenclature in University Students through an Educational Strategy Using M-learning |
| title_sort | promoting the study of inorganic nomenclature in university students through an educational strategy using m learning |
| topic | active learning experiential education flipped classroom fun learning ambience inorganic nomenclature |
| url | https://www.icaseonline.net/journal/index.php/sei/article/view/1183 |
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