ABSTRACT
With the advancement in learning opportunities in education, the demand for incorporation into globalized learning environments has also expanded. Flipped classroom is an approach that increases active learning activities and gives opportunity for student to use his knowledge in class with the support and guidance of teacher. This quantitative quasi experimental research compared the use of flipped classroom approach in teaching Mendelian Genetics and the traditional method in relation to students’ performance in Grade 8 science class. Out of 6 grade 8 classes, two (2) sections with 36 and 32 students in each class and a total of 68 students participated in the study. The control group was exposed to traditional science class instruction about Mendelian Genetics. The experimental group was exposed to flipped classroom approach. The study used pre-test and post-test non-equivalent control group design. Results revealed that the students exposed to Flipped Classroom Approach obtained higher mean in the posttest scores and mean gain scores than the students in the traditional group. A significant difference in student’s performance in biology showed among the control and experimental group. The flipped classroom approach affects the performance of students in a biology class.
Keywords: Flipped Classroom Approach, Mendelian Genetics, Performance
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