Flipped Classroom Approach in Teaching Biology: Assessing Students'

Academic Achievement and Perception towards Biology.

Supervisor: Dr. Kinzang Dorji Presenter: Sonam Dorji

Co-supervisor: Dr. Kinley Std. Id:08190010
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 Presentation outline
1 Background of study

2 Problem statement

3 Research questions
4 Research aim & significance
5 Methodology
6 Result & Discussion

7 Conclusion & Recommendation

8 References 2
 Background of study/literature
Educational paradigm shift in Bhutanese education system.
MoE-initiated 21st Transformative Pedagogy Programme (Wangdi, 2016).
Flipped Classroom Approach (FCA) is one proven effective teaching pedagogy
(Garza, 2014).

For instance, Open university 1920s used technologies to deliver education.

Bergmann and Sams in 2007 started the concept of using FCA in USA; in 2011
teachers in Michigan's Clintondale High School flipped every
classroom (Rosenberg, 2013).
CG-No changes EG- outperformed

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 Background of study/literature

Professors at the University of Graz, Austria-found that students who watched

the videos more than their peers performed better than those who did not watch
(Luttenberger et al., 2018).

Podcasts (65.9%)
PCs (15.4%)
Tablet computers (5.4%)
Smartphones (3.1%)
Other devices (2.4%)
No answers (7.8%)
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 Background of study/literature
Traditional Classroom Model Flipped Classroom Approach
Content Delivery- Lecture In Class
In Class HW, problems, Worksheets
HW, problems, Worksheets Out of Class
Out of Class Content Delivery –Videos/ppt/notes
(Jurmey et al., 2019; Bergmann & Sams, 2014; Bergmann & Sams, 2012)
 FCA gives priority to students and the teacher becomes the “guide on the side” and
not the “sage on the stage” (Baker, 2000).
 Students learn at their own ability and pace. Transforms from passive receiver of
knowledge to active promoter of knowledge (Bergmann & Sams, 2014; Milman, 2012;
Overmyer, 2012).
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 Statement of problem
 Declining quality of education in Bhutan.
 MoE - 21st century transformative pedagogy (Wangdi, 2016).
 Traditional teaching method widely exists in the Bhutanese classroom.
 BCSEA progress report (2014-2018) (52.22%) and APA of Bumthang
Dzongkhag-2018 (56.6%<60%).
Physics Chemistry Biology
Year
without CA With CA without CA With CA without CA With CA
2014 41.8 51.92 31.47 43.58 49.44 58.03
2015
2016 32.21 50.85 26.57 45.25 33.25 51.9
2017 46.67 56.05 37.18 48.43 33.81 45.73
2018 36.5 55.47 28 46.89 34.2 53.2
Average 39.30 53.57 30.81 46.04 37.68 52.22
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 Research Question
Main question
Does FCA help in enhancing the students’ learning outcome in Biology?
Sub questions
1. Is there a significant difference between the academic performances of
EG and CG in terms of test scores of pre-test and post-test?
2. What are students’ perceptions of using the flipped classroom approach
in learning Biology?
3. Is there a gender-wise difference in the academic performance of grade
10 students after the intervention of a flipped-classroom approach in
Biology?

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 Research aim & purpose

1. To study the effectiveness of Flipped classroom approach.

2. To find out the statistical significant achievement differences between
experimental group (EG) and control group (CG).
3. To understand the perceptions of students towards FCA in learning
Biology.
4. To find out gender-wise difference in the academic performance of
grade 10 students after the intervention of a FCA in Biology.

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 Significance and Scope

 Enhance learner’s achievement

1. Stakeholders  Delivery option
 Increase self efficacy

2. Future researcher  Effectiveness FCA in Bhutanese

Education.

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 Methodology
Research Paradigm -Pragmatism, Research design-Explanatory sequential
Initial quantitative phase is followed by the qualitative (Creswell, 2014).

Quasi-experiment
26 26
Total sample:52

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4 10
 Result and Discussion
Normality of Test Scores of CG and EG (Ghasemi & Zahediasl, 2012)
Test Group N p-value
Pre-test CG 26 0.457
EG 26 0.106
Post-test CG 26 0.202
EG 26 0.101

Histogram Showing
the Distribution of
Post-test Scores of
CG and EG.
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 Result and Discussion
1. Is there a significant difference between the academic performances
of EG and CG in terms of test scores of pre-test and post-test?

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 Result and Discussion

Findings Based on Qualitative: Semi-structured Interview for

Focused Group
i. Enhanced students’ academic performance using FCA
ii. Students have high degree of perception level towards FCA
a. Students’ Concept of FCA
b. Advantages of flipping the lesson
c. Challenges faced by students while flipping the class

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 Result and Discussion
1. Is there a significant difference between the academic performances of
EG and CG in terms of test scores of pre-test and post-test?
Brunsell and Horejsi (2013), Zappe
et al.(2009) explain why students
outperform in FCA is due to its
flexibility.

Leo and Puzio (2016), Brunsell and

Horejsi (2013) that claimed 70% of
their students increased their
standardized test scores, and 80% of
the students developed better
attitudes when they were taught via
the FCA. 14
 Result and Discussion
1. Is there a significant difference between the academic performances of
EG and CG in terms of test scores of pre-test and post-test? We like to watch
videos, and we feel
that we are engaged
thoroughly in the
FCA. We enjoy
working within the
team and we feel
secured, and
successful in
Qualitative data-interactive, engaging, interesting, and learning in FCA.
Moreover, I am
motivating. Enhanced academic performance. confident enough
that video lessons
Akcaryir and Akcaryir (2018), Leo and Puzio (2016) & Tucker
will help us to recall
(2012) state motivating factors contribute to own pace of during our
learning and enhance academic performance. examination (S1).
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 Result and Discussion
2. What are students’ perceptions of using the FCA in learning Biology?
Findings based on
Qualitative data-
Self pace learning
Pause and rewind

Zainuddin and Attaran (2016) in

Malaysian classrooms, Nouri (2016) at
Stockholm University in Sweden and
Jurmey et al. (2019) in Shari Higher
Secondary school in Bhutan, whose
findings reported that students preferred
FCA over the traditional lecture method.
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 Result and Discussion
2. What are students’ perceptions of using the FCA in learning Biology?
Significant positive inter-correlations among the
variables are also revealed in the literature (Sletten,
2017; He et al., 2016); Sahin et al., 2015).
Confidence

RR 22=0.872
=0.909
Motivation

R =0.927
2
Interest

Scores
Scores
Scores
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 Result and Discussion
3. Is there a gender-wise difference in the academic performance of
grade 10 students after the intervention of a FCA in Biology?

There is no difference in the performance of male and female students

(Newman et al., 2016; Overmyer, 2014).
Aljaraideh (2019) in four universities of the Northern Province in Jordan.
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 Conclusion & Recommendation
Conclusion
 Significant improvement in academic achievement and a positive attitude
towards Biology learning using FCA.
 There is no significant gender difference in terms of their academic
performance in FCA.
 FCA is an interactive teaching pedagogy that leverage the academic
performance of the learners.
Limitation of the Study
 One school with a 52 (two classes) sample size.
 Could not employ teacher interviews, observations, and documentation.
 Poor internet connectivity
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 Conclusion & Recommendation
Recommendation for Concern Stakeholders
1. Biology teachers and other subject teachers.
2. Policymakers such as principals, Dzongkhag Education Officers, and
Teacher professional Support Division to conduct professional
development programs for in-service teachers on FCA to provide
adequate resources in the school.
Recommendation for Future Study
 Can be carried out covering the larger area with an increased sample size.
 In order to get a deeper understanding of the effects of FCA on students’
achievement, and students’ perception-interviews with teachers,
observation, and documentation analysis.
 Can be replicated using smartphones.
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References;

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References;

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References;

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