The Effect of Flipped Classroom Model on Student Achievement in Biology Lessons.

OpenAlex English

The aim of this study is to examine the effect of the technology-enhanced flipped classroom (TEFC) model, applied to the experimental group, on the academic achievement of 7th-grade students in the "Zoology" unit of the biology course, compared to the traditional teaching method used in the control group. The research was designed using a quasi-experimental pretest-posttest control group model, which is a type of experimental design. The study group consists of 51 students attending the 7th grade at a state school in Azerbaijan during the 2023-2024 academic year. In the study, the TEFC model was implemented in the experimental group, while the traditional teaching model was used in the control group. The experimental procedure lasted for a total of 8 weeks. As a data collection tool, the Zoology Achievement Test (ZAT) was administered to both groups as a pretest and posttest. For data analysis, the Mann-Whitney U test and the Wilcoxon signed-rank test were employed. According to the findings of the study, there was no statistically significant difference between the pretest scores of the experimental and control groups. However, a significant difference in favor of the experimental group was found in the posttest ZAT scores between the experimental group (which received the TEFC model) and the control group (which received the traditional model). Furthermore, in both the experimental and control groups, posttest scores significantly increased compared to pretest scores. These results suggest that the flipped classroom model is more effective than traditional methods in enhancing academic achievement in 7th-grade biology lessons on zoology topics. In this context, it is recommended that future researchers include variables such as motivation, higher-order thinking skills, and affective outcomes in their studies. Additionally, teachers are encouraged to use the flipped classroom model effectively in their classrooms.