Table 4 Students’ perceptions of FC, including best and most difficult features (N = 231)

Best features of FC

 The content of the discussion was more comprehensive and logical

Students prepared the presentation as required by the teacher, covering all aspects of content from basic knowledge, and experimental operations to experiment results. The discussion was more comprehensive and logical

82/231

 Pre-class learning requirements were clearer and students were better prepared

The teacher gave clear questions and presentation requirements before class, and most of the students were well prepared

43/231

 Group members undertook different pre-class preparation work with less pressure

Before class, students in the experiment operation group can choose to prepare different presentation contents, which reduces the learning pressure

43/231

Most difficult features of FC

 The engagement of students in the presentation and discussion sessions was relatively low

When one student was presenting, other students were preparing their own presentations, and the learning effect was not good

Students rarely asked questions and no real group discussions occurred

85/231

 The preparation task before class was mostly memorization, which was not very helpful to the experiment

I felt like I spent a lot of time memorizing knowledge before class but still could not apply it well in the experiment

59/231

 The form of presentation and discussion is inflexible and cannot effectively stimulate interest in learning

At the presentation and discussion session, I spent most of the time listening to other students or teachers. A little boring, and sometimes I couldn't concentrate

The presentation and discussion session should be more flexible, allowing students to discuss freely

40/231