The effect of the flipped classroom model on quality of the students‘ performance in biology education in high school

Abstract

Abstract This study investigated the effectiveness of flipped classroom model (FC) and traditional classroom model (TC) in Biology on the quality of the high school students‘ performance. The research sample consisted of a total of 280 first grade high school students in Novi Sad, Serbia. The students in the experimental group learned Biology topic through the FC model, whereas the students in the control group were taught the same topic by the TC model. The instruments used in the research (the pretest and the posttest) contained the questions belonging to three different levels of cognitive learning according to the revised Bloom’s Taxonomy. The results indicated that students that were instructed by the flipped classroom in Biology performed better on the posttest as a whole, and in solving the tasks of all three levels of knowledge (remembering, understanding, and applying) than those instructed by the traditional teaching method. On the basis of the obtained results, a grater implementation of FC model in high school biology teaching is recommended as a way of improving the quality of biology teaching in our and other countries over the world and the level of our students‘ digital competencies.