1. Research Problem First year students experience of their first semester of General Chemistry as a significant hurdle in their successful progression through their STEM major with as many as 50% of students not registering for the second half of the course either due to performance, interest or both.

2. Research Question Does a Flipped Mastery Learning approach when compared to a traditional flipped classroom result in learning gains in identified concepts and increased confidence in chemistry?

3. Research Methods My primary research methods include: Select ACS Exam questions Chemistry Concept Reasoning Test Select questions from MSLQ appended with two open ended questions and demographic information How will I collect these data? ACS exam is embedded as the final exam for the class Concept Reasoning Test will be administered the first week and the last week of the course as part of the class MSLQ questions will be administered four times throughout the semester. My strategy to analyze these data will be: Quantitative analysis of ACS and Concept Reasoning test will be mapped to its teaching approach and look for statically significant gains Analysis of survey data will look to see if attitudes or beliefs change with the change in instruction type

4. Alignment of Research Question and Methods Demonstrate how your research methods and question align. How will the data help me answer my question? QuestionAlignment Learning Concepts Concept inventory and ACS exam will measure content understanding. Mapping concepts to their mode of instruction and comparing gains in understanding will provide evidence if one approach is superior to the other Increased Confidence Attitudes and beliefs affect learning. MSLQ and the survey questions will provide student self reported data on their self efficacy and learning strategies and can be compared to see if the change in instruction affect student attitudes and beliefs and if that change can be correlated to learning gains.