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<p>The flipped classroom (FC) is becoming an increasingly popular teaching method in education. However, few studies have rigorously evaluated the effectiveness of the FC approach, especially in countries where students’ levels of achievement are low. This study contributes to the existing literature by evaluating the impact of the FC approach in the Ethiopian context, using relevant theoretical frameworks grounded in empirical principles. The purpose of the study was to ascertain the impact of flipped and traditional instructional approaches on learners’ performance in biology. A quasi-experimental methodology was employed. The sample consisted of students from two secondary schools in Nekemte, Ethiopia. A total of 105 secondary school students (55 in the experimental group and 50 in the comparison group) participated in the 12-week study. The students were randomly assigned to either the experimental or the comparison group. A Biology Achievement Test (BAT) was used to collect data, and the results were analyzed using an independent samples t-test. The analysis revealed that students’ academic performance was significantly higher in the flipped classroom (M = 27.44, SD = 2.81) than in the traditional classroom (M = 24.20, SD = 2.29), t(103) = 6.51, <i>p</i> &lt; .001, η² = 0.29. The study’s conclusions suggest that the flipped classroom approach can be a valuable alternative to traditional teaching methods, enhancing academic achievement and promoting a more student-centered learning environment. Overall, this research provides insights into the potential impact of the FC model on student learning. It offers useful implications for educators and policymakers in the Ethiopian context and contributes to the broader literature on student performance in flipped educational settings.</p>

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The impact of flipped classroom strategy on secondary school students’ achievement in biology

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月17日

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  • Tolera Olana,
  • Ketema Bacha,
  • Abbi Lemma

摘要

The flipped classroom (FC) is becoming an increasingly popular teaching method in education. However, few studies have rigorously evaluated the effectiveness of the FC approach, especially in countries where students’ levels of achievement are low. This study contributes to the existing literature by evaluating the impact of the FC approach in the Ethiopian context, using relevant theoretical frameworks grounded in empirical principles. The purpose of the study was to ascertain the impact of flipped and traditional instructional approaches on learners’ performance in biology. A quasi-experimental methodology was employed. The sample consisted of students from two secondary schools in Nekemte, Ethiopia. A total of 105 secondary school students (55 in the experimental group and 50 in the comparison group) participated in the 12-week study. The students were randomly assigned to either the experimental or the comparison group. A Biology Achievement Test (BAT) was used to collect data, and the results were analyzed using an independent samples t-test. The analysis revealed that students’ academic performance was significantly higher in the flipped classroom (M = 27.44, SD = 2.81) than in the traditional classroom (M = 24.20, SD = 2.29), t(103) = 6.51, p < .001, η² = 0.29. The study’s conclusions suggest that the flipped classroom approach can be a valuable alternative to traditional teaching methods, enhancing academic achievement and promoting a more student-centered learning environment. Overall, this research provides insights into the potential impact of the FC model on student learning. It offers useful implications for educators and policymakers in the Ethiopian context and contributes to the broader literature on student performance in flipped educational settings.