Abstract

This study explores the influence of integrating the multimedia-supported flipped classroom approach as a novel teaching approach on secondary school students’ attitudes toward learning organic chemistry in selected schools of Rwanda. An explanatory sequential research design was used, and through purposive sampling, seventy-three students were selected from the second year of upper secondary education (senior five), twenty of whom were chosen for interviews and two chemistry teachers. Quantitative data was gathered through a Likert scale questionnaire and analyzed using the Social Package for Social Science (SPSS), while qualitative data collected through structured interviews was analyzed thematically. The results demonstrate a significant improvement in students’ attitudes toward learning organic chemistry, with the mean score increasing from 21.2 to 79.178. Inferential statistics reveal a very high statistical significance of differences favoring the post-assessment (df = 72, p < 0.001). These findings indicate that students had a positive attitude toward learning organic chemistry through the multimedia-supported flipped classroom approach. However, technological challenges like limited internet connectivity were found. The study recommends providing technological support, expanding technological resources, and ensuring internet connection for all students.