Influence Of Active Learning Strategy on Engagement and Learning Gain of Students in Group-Based Flipped Chemistry Class

Abstract

This study investigated the effects of a group-based flipped instruction (GBFI) active learning strategy, implemented within a blended learning context, on multidimensional student engagement and learning gain in a foundational Chemistry course. Using a sequential explanatory mixed-methods design, the research compared GBFI with a conventional blended learning setup (CBLS) across selected Chemistry topics in a college program. Quantitative analyses revealed that students in the GBFI format demonstrated statistically significant and practically meaningful improvements in agentic, behavioral, cognitive, and emotional engagement, as well as in overall Chemistry learning gains, compared to peers in the CBLS group (all p <0.001). Effect sizes ranged from moderate to large, with the most pronounced effect observed in agentic engagement, indicating a substantial shift from passive to proactive participation. Qualitative findings corroborated these results, revealing increased peer collaboration, heightened motivation, a clear preference for the GBFI model, and emergent themes related to group work, autonomy, real-world relevance, and supportive instruction. Integrated analysis indicates that these gains were facilitated by several enabling mechanisms, including enhanced peer interaction and collaborative voice, increased autonomy and self-regulation, strong teacher support and responsiveness, and a growing student preference for the GBFI structure. These mechanisms functioned through a group-based, student-centered design, supported by preparatory videos, structured individual work, collaborative problem-solving, and real-life applications. Nevertheless, the benefits were limited by contextual factors. Challenges related to connectivity, device access, instructional coherence, and time demands suggest that GBFI is most effective when supported by adequate technological and logistical resources, coherent instructional materials, and a manageable workload and timeline. The findings have significant practical, theoretical, and methodological implications for policy and practice. Practically, the study demonstrates that GBFI is more effective than the conventional blended setup in supporting Chemistry learning and provides a concrete approach for educational institutions’ Learning Continuity Plans to move beyond purely technical or logistical solutions toward classroom designs that are collaborative, flexible, and equitable. Theoretically, the results underscore the importance of conceptualizing student engagement as multidimensional and illustrate how a group-based flipped model can serve as a pedagogical anchor, linking national mandates, institutional policies, and classroom practices in flexible learning environments. Methodologically, the study shows that integrating rigorous analytic approaches, validated multidimensional engagement measures, and Gagné’s Nine Events of Instruction (GNEI) offers a systematic framework for designing, implementing, and evaluating active learning interventions, thereby fostering inclusive, adaptive, and high-quality education in uncertain contexts. The recommendations emphasize institutionalizing GBFI in Chemistry education and related disciplines, enhancing faculty development, and ensuring equitable access and student support to sustain multidimensional engagement. Furthermore, they highlight the need to refine engagement measures, employ rigorous analytic strategies, and systematically apply GNEI to guide the future design, implementation, and evaluation of active learning models.