Investigating the efficacy of flipped classroom approach on students academic performance in digestion respiration and circulatory system in selected schools of Burundi

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.