International Journal of
Information and Education Technology

Abstract—This study examined the effectiveness of a “Flipped Application” instructional model—combining pre-class microlecture videos with Flip application-mediated peer discussion and in-class active problem solving—on Grade 11 chemistry performance in the Philippines. 70 Science, Technology, Engineering, and Mathematics (STEM) students were randomly assigned to an experimental group (Flipped Application) or a control group (traditional lecture and practice) and completed identical 25-item multiple-choice pre- and post-tests aligned to five mandated fourth-quarter competencies (structural isomerism; basic organic reactions; polymer formation and properties; and biomolecules). Baseline equivalence between groups was established. Within-group analyses using Wilcoxon signed-rank tests showed statistically significant gains for both the experimental group (r = 0.86) and the control group (r = 0.87), and a Mann-Whitney U test of post-test performance indicated that the Flipped Application group outperformed the control group with a large between-group effect (r = 0.68); parametric tests using percentage scores (0–100 scale) produced substantively similar conclusions. Findings suggest that short-cycle flipped instruction, when coupled with structured peer explanation and iterative feedback, can accelerate mastery of targeted chemistry competencies. However, the intervention covered only a seven-day sequence comprising two assessment days and five core instructional sessions. It used the same test at pre- and post-assessment, which may have inflated observed effect sizes due to novelty and practice effects. The study contributes classroom-based experimental evidence from a Philippine senior high school context. It offers practical guidance for integrating low-cost, video-based peer discourse in active-learning chemistry instruction.

Keywords—flipped classroom, Flip application, peer instruction, chemistry education, Philippine Science, Technology, Engineering, and Mathematics (STEM) education, experimental design

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Cite: Noe T. Hermosa and Nenia Rose S. Hermosa, "Video-mediated Peer Explanation in Flipped Chemistry: A Randomized Experimental Study with Philippine Grade 11 STEM Students," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1805-1810, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).