The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom

Abstract

In this classroom research project, students in four high school biology classes were studied over the course of five units for the effects of a flipped learning model utilizing varied technologies verses a traditional teaching model. The pre-treatment units incorporated a traditional learning model whereas the treatment units incorporated a flipped learning model during which students completed homework assignments using varied technologies. A mixed-methods design utilizing both qualitative and quantitative data resources was used to answer the research question. The results using qualitative data of this study provided evidence that a flipped learning model using varied technologies verses the traditional model had effects on student attitudes, preferences, homework completion, comprehension and learning, preparedness, interest, motivation, and engagement. This study also found the flipped model as more effective than the traditional model on student attitudes, preferences, interest and motivation, engagement, homework completion, and preparedness with variable effects on student learning and comprehension, and achievement. Student attitudes toward the flipped learning model were in favor of varied technologies to video-lectures alone. It was found that varied technologies, such as WebQuests, virtual labs, tutorials, animations, and interactive videos are more engaging.