Evaluation of an innovative pedagogical approach combining flipped classroom and mutual learning in electrochemistry: Analysis of performance and satisfaction of secondary school students in Fez-Meknes

Abstract

Innovative pedagogical strategies are critical to enhance STEM education quality in resource-constrained educational environments.  This quasi-experimental study (2021-2023) evaluates a frugal approach combining flipped classroom and mutual learning within Morocco's GENIE program in Fez-Meknes  guided by the ICAP cognitive engagement framework and frugal innovation principles. Over two academic years, 160 secondary students (94 in 2021-2022 and  66 in 2022-2023) were divided into experimental and control groups. The 12-hour intervention structured into electrochemistry modules utilized locally adapted materials and peer interactions to optimize resources. Data from a validated SEEQ questionnaire (α > 0.83) revealed significant academic improvements in experimental groups versus controls: +2.30/+3.22 points (2021-2022 and  p < 0.01) and +2.54 points (2022-2023 and  p < 0.01), contrasting with control declines. Satisfaction metrics progressed across multiple dimensions, learning scores arise from 3.10 to 4.43, enthusiasm increased from 3.62 to 4.75, and group interaction advanced from 3.13 to 4.75. Qualitative feedback highlighted students' progression through engagement levels, transitioning from rote memorization to collaborative conceptual understanding  with wall charts achieving 97% approval. This study demonstrates how frugal innovation approaches  aligned with  sustainable  development  goal 4 on quality education can transform science education in resource-limited contexts through strategic adaptation of evidence-based pedagogies within local educational frameworks.