Secondary school students’ perceptions of the flipped classroom approach in biology learning
Bibliographic Data
| ID | 22436799 |
|---|---|
| Authors | Tolera Olana (Mekelle University, corresponding author), Ketema Bacha (Jimma University), Abbi Lemma (0000-0002-8126-6083, Jimma University) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-03-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01427-8 |
| OpenAlex | W7140183739 |
| Language | EN |
| References cited | 19 |
This study explores secondary school students’ perceptions of the flipped classroom (FC) model in Biology education, employing a mixed-methods research design to gain both quantitative and qualitative insights. Drawing on theories of constructivism, active learning, self-regulated learning, and technological pedagogy, the research investigates how students engage with video-based instruction and in-class active learning activities. A total of 105 students participated in the survey phase, with 30 students selected for follow-up interviews. Findings reveal that students generally held positive views toward the flipped model, particularly valuing the ability to control the pace of video lectures, revisit content as needed, and engage more actively during class sessions. The flexibility and accessibility of digital tools, such as the Moodle platform, supported independent learning and enhanced motivation. However, challenges were also noted, including limited real-time interaction with teachers during out-of-class learning and occasional technical difficulties. Despite these issues, the majority of students expressed a preference for the flipped approach over traditional instruction and reported increased satisfaction, engagement, and a desire to take additional flipped courses. These findings underscore the importance of well-designed video content and structured in-class activities, as well as the need for stronger support systems to guide students in managing independent learning. The study contributes to the growing body of literature on flipped pedagogy and provides practical implications for its implementation in secondary education settings.
Blended Learning · Flipped Classroom · Pace · Perception · Preference · Qualitative research · Innovative Teaching Methods · Physical Education and Pedagogy · Technology-Enhanced Education Studies
Is FLIP enough? Or should we use the FLIPPED model instead?
The experience of three flipped classrooms in an urban university
A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course
How video production affects student engagement
How learning in an inverted classroom influences cooperation, innovation and task orientation
Active learning increases student performance in science, engineering, and mathematics
The Measurement of Observer Agreement for Categorical Data
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Inverting the Classroom
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |