Abstract:
This study examined the efficacy of the flipped classroom (FC) approach on students’ academic
performance in topics of digestion, respiration and the circulatory system in selected schools in
Burundi. Specifically, it aimed to evaluate the influence of the approach on students’ academic
achievement, explore students’ perceptions and experiences, and assess teachers’ views on its
implementation. Using an explanatory sequential design, the study involved 78 senior four learners
from the Biology-Chemistry-Earth Science (BCST) combination and their 3 biology teachers at
Kigutu International Academy (KIA) and Lycée d’Excellence Ngagara (LEN). Grounded in the
pragmatism paradigm and constructivism theory, the study employed convenience sampling to
select schools, dividing students into control and experimental groups. Data collection included
pre-tests, post-tests, and a questionnaire administered to the experimental group to collect
qualitative data. Quantitative data was analyzed using the Statistical Package for Social Sciences
(SPSS), Version 25. Statistical analyses such as paired t-tests, independent t-tests, and ANCOVA
were used to assess the effect. ANCOVA results showed a significant improvement in the
academic performance of students in the experimental groups compared to the control groups,
confirming the efficacy of the flipped classroom approach; [F(1, 27)=9.319, p<.05] at KIA and
[F(1, 45)=16.601, p<.05] at LEN. On the qualitative side, both students and teachers expressed
positive perceptions, highlighting its potential to enhance students’ engagement, understanding,
and retention of biological concepts. The study concluded that the FC approach had a significant
positive effect on students’ academic performance. It recommends further research in other schools to validate these findings and suggests promoting the approach in Burundi, where resources allow, encouraging policymakers to integrate it into national education programs.
