Implementing the flipped classroom in principles of biology to determine effects on student academic performance
type: CreativeWork
description: The purpose of this study is to determine the effects of using the flipped classroom model on academic performance as opposed to using a traditional lecture style method. Moreover, this study examines if lower achieving students perform differently than high achieving students when the flipped model is implemented. Researchers used the 2015 fall semester as a control year and all topics in Principles of Biology at Texas Woman’s University were taught using traditional lecture. In the 2016 fall semester, two topics in Principles of Biology were taught using the flipped classroom model. Data from consenting participants were used from identical pre-and post-tests administered in both semesters. Results indicated that there was no significant difference in academic performance on the two topics taught traditionally in 2015 and using the flipped model in 2016. However, in 2016, participants did perform significantly better on test items taught traditionally as opposed to those taught using the flipped model. Results also indicated that lower achieving students improved at a significantly higher magnitude on topics taught using the flipped classroom model than did high achieving students.
abstract: The purpose of this study is to determine the effects of using the flipped classroom model on academic performance as opposed to using a traditional lecture style method. Moreover, this study examines if lower achieving students perform differently than high achieving students when the flipped model is implemented. Researchers used the 2015 fall semester as a control year and all topics in Principles of Biology at Texas Woman’s University were taught using traditional lecture. In the 2016 fall semester, two topics in Principles of Biology were taught using the flipped classroom model. Data from consenting participants were used from identical pre-and post-tests administered in both semesters. Results indicated that there was no significant difference in academic performance on the two topics taught traditionally in 2015 and using the flipped model in 2016. However, in 2016, participants did perform significantly better on test items taught traditionally as opposed to those taught using the flipped model. Results also indicated that lower achieving students improved at a significantly higher magnitude on topics taught using the flipped classroom model than did high achieving students.
author: Gardner, Kacee
language: en
keywords: Flipped classroom, Science education
date published: 10/3/2018
date modified: 2026-07-24T05:05:26Z
provider: Texas Woman's University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Texas Woman's University

PropertyValue
property ID: Handle
value: https://hdl.handle.net/11274/12193