Flipped Classroom Implementation and Student Engagement in Secondary School Biology Instruction in Nigeria: A Quasi-Experimental Study

Abstract

The traditional method of delivering lectures in secondary-level biology remains associated with low learner engagement, particularly when the curriculum is heavy, making active learning difficult. The flipped classroom strategy, which uses digital media to deliver instruction before class while class time is allocated to investigation activities, has been adopted as one of the most preferred educational reform strategies. The study used a quasi-experimental, non-equivalent pre-test-post-test control group design, involving 94 students (48 in the experimental group and 46 in the control group) over 12 weeks from two intact secondary school classes. Results of an independent-samples t-test showed statistically significant differences in favor of the flipped classroom on all measures of engagement, including behavioral engagement (t(92) = 6.04, p < .001, d = 1.25), emotional engagement (t(92) = 4.43, p < .001, d = 0.91), and cognitive engagement (t(92) = 4.13, p < .001, d = 0.85). Biology achievement gains were also significantly greater among participants in the experimental condition (t(92) = 5.34, p < .001, d = 1.10). ANCOVA also showed significant between-group differences on all outcomes while controlling for pre-test scores. Qualitative data revealed that learners appreciated autonomy, cooperative problem-solving, and quick feedback; however, they initially experienced some technology anxiety. The flipped classroom model can positively impact student engagement and academic success in secondary biology classes. Thus, implementing constructivist pedagogies with technology in secondary science education can be supported if the proper infrastructure is in place.