The flipped classroom, an alternative strategy for teaching genetics in high school

Soumia Baroud; El Alaoui Mustafa; Rachid Janati Idrissi; El mostafa Amiri

doi:10.31893/multiscience.2025159

Keywords:

Performance

flipped classroom

genetics

control and experimental groups

t test

cognitive abilities

Abstract

With the development of pedagogical innovation, the flipped classroom is one of the most effective, innovative, and student-centered teaching strategies of our time that reduce the limitations of traditional transmission strategies of education. In the flipped classroom, students accessed instructional content and course reading at home via videos, whereas class time was dedicated to interactive learning activities, problem-solving exercises, and discussions guided by the teacher. This approach shifts the typical lecture-to-homework sequence, allowing for more interactive and engaged learning in class. Our study aims to evaluate the impact of the flipped classroom on improving the comprehension of genetics and student performance. To this end, we conducted a descriptive experiment from a quantitative perspective. Two different study groups were formed: a control group following a traditional teaching approach which involved in-class lectures followed by homework assignments, and an experimental group using the flipped classroom strategy. This approach allowed us to compare the impact of the flipped classroom methodology against traditional teaching methods. The study collected pre-test and post-test data to evaluate comprehension and performance improvements. The data from this study were analyzed using descriptive statistics and t tests to compare the results of the control and experimental groups and to draw conclusions based on numerical evidence. The results show that students in the experimental group achieved better posttest scores and developed their cognitive abilities than those in the control group. The difference between the standardized learning gains of the two groups was statistically highly significant. This research demonstrates the positive effects of the flipped classroom on the development of learners' cognitive abilities, a strategy centered on learners' needs, and an appropriate integration of technologies.
References
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32. Pierce, R. (2013). Student Performance in a Flipped Class Module. Society for Information Technology & Teacher Education, (1), 942–954. Repéré à http://www.editlib.org/p/48235?nl
33. Roseth, C.J., Johnson, D.W., & Johnson, R.T. (2008) Promouvoir la réussite des jeunes adolescents et les relations avec leurs pairs : les effets des structures d'objectifs coopératives, compétitives et individualistes. Psychol Bull,134, 223–246.
34. Schleicher, A. (2018). First class: How to build a quality school for the 21st century. OECD Publishing.
35. Stone, B. (2012). Flip Your Classroom to Increase Active Learning and Student Engagement. 28th Annual Conference on Distance Teaching & Learning, (1–5). Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf.
36. Taurisson ,A., & Herviou, C. (2015). Pédagogie de l'activité : pour une nouvelle classe inversée - Théorie et pratique du "travail d'apprendre". ESF (Eds.). Issy-les Moulineaux.
37. Tune, J.D., Sturek, M., & Basile, D.P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Physiology Education, 37(4), 316–320.doi : 10.1152/advan.00091.2013
38. UNESCO (2004). Technologies de l’information et de la communication en éducation : Un programme d’enseignement et un cadre pour la formation continue des enseignants.UNESCO Bibliothèque Numérique. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000129538_fre
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40. doi : 10.1177/0098628313487461
41. Wynne, C., Stewart, J., & Passmore, C. (2001). High school students’ use of meiosis when solving genetics problems. International Journal of Science Education, 23(5), 501–515. doi: 10.1080/095006901750162856 . https://doi.org/10.1080/09500690121597

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Baroud, S., Mustafa, E. A., Janati Idrissi, R., & Amiri, E. mostafa. (2024). The flipped classroom, an alternative strategy for teaching genetics in high school. Multidisciplinary Science Journal, 7(4), 2025159. https://doi.org/10.31893/multiscience.2025159

[1] Akrim, H., Figari, G., Mottier-Lopez, L., & Talbi, M. (2010). La place de l’évaluation dans la réforme du système éducatif marocain : questions pour la recherche, Questions Vives ,4 (13) , 387-400. https://doi.org/10.4000/questionsvives.323

[2] Ay, K ., & Dağha, G. (2023). The effect of the flipped learning approach designed with a community of inquiry model to the development of students’ critical thinking strategies and social, teaching, and cognitive presences. Education and Information Technologies, 28,15267–15299. https://doi: 10.1007/s10639-023-11809-2

[3] Bedmar, V. L .(2014). Educational Reforms in Morocco: Evolution and Current Status. International Education Studies, 7(12) . DOI: 10.5539/ies.v7n12p95

[4] Ben Mesaoud , M., Boubih, S., Najoui, K., Raissouni, M.R., Assimi, E., Kazdouh, H., & Radid, M. (2023). The Contribution of the Flipped Classroom to the Optimization of Alternating Teaching in Morocco. Journal of Curriculum and Teaching, 12(1). doi:10.5430/jct.v12n1p288

[5] Bergmann, J., & Sams, A. (2014) La classe inversé. In Reynald Goulet (Eds.), Technologie de l’éducation, (p152). ISBN : 978-2-89377-508-1

[6] Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge https://doi.org/10.4324/9780203029053

[7] Donnay, J., & Romainville, M. (1996). Politique de formation pédagogique des professeurs d’université. In J. Donnay & M. Romainville (Eds), Enseigner à l’Université : un métier qui s’apprend ? (pp.55-72). Bruxelles : De Boeck Université.

[8] Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27. DOI : 10.1007/s11528-013-0698-1

[9] Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology, 49(4), 471–485. doi:10.1177/1440783313504059 .doi : 10.1177/1440783313504059

[10] Freeman, S., Eddy, S.L., Mcdonough, M., Smith, MK., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active Learning Increases Students’ Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences of the United States of America (p.111), 8410-8415. http://www.pnas.org/content/111/23/8410.full.pdf

[11] Fulton, K.P. (2012). 10 reasons to flip. Phi Delta Kappan International, 94(2), 20-24.

[12] Hake, R.R. (2002c). Relationship of individual student normalized learning gains in mechanics with gender, high-school physics, and pretest scores on mathematics and spatial visualization. Physics Education Research Conference, Boise, Idaho. Retrieved from https://web.physics.indiana.edu/hake/PERC2002h-Hake.pdf

[13] Houssaye, J. (2014). La pédagogie traditionnelle. Une histoire de la pédagogie. Suivi de Petite histoire des savoirs sur l'éducation. Paris: Fabert

[14] Kharchi, L., (2017). Didactique des langues étrangères et TIC, Apport pédagogique des didacticiels. Office des Publications Universitaires (OPU).

[15] Knippel, M.C., Waarlo, A.J., & Boersma, K.T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39(3),108-112

[16] Kwon, J .E., & Woo, H.R. (2017). The Impact of Flipped learning on Cooperative and Competitive Mindsets. Sustainability, 10(79), 1-15 .doi: 10.3390/su10010079.

[17] Lakrami, F., Labouidya, O., & Elkamoun, N. (2018). Pédagogie universitaire et classe inversée : vers un apprentissage fructueux en travaux pratiques. Revue internationale de pédagogie de l’enseignement supérieur. 34(3). doi 10.4000ripes.1793.

[18] Lecoq, J., & Lebrun, M. (2016). La classe à l’envers pour apprendre à l’endroit. Guide pratique pour débuter en classe inversée. l’Université catholique de Louvain, Belgique. Retrieved from https://hdl.handle.net/20.500.12279/346.2

[19] Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division, and inheritance – Do students see any relationship? International Journal of Science Education, 22(2), 177–195.

[20] Loila, F., & Tardif, M. (2001). Formation pédagogique des professeurs d'université et conceptions de l'enseignement. Revue des sciences de l'éducation, 27, 305-326.doi : 10.7202/009935ar

[21] Manon, A. (2016). Quels sont les effets de la classe inversée sur les performances des élèves? Mémoire de Master Métiers de l’enseignement, de l’éducation et de la formation, Ecole supérieure du professorat et de l’éducation. Académie de Grenoble. Retrieved from https://tinyurl.com/yjvetmjz

[22] Mason, G.S., Shuman, T.R., & Cook, K.E. (2013). Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course. IEEE Transactions on Education, 56(4), 430–435. doi:10.1109/TE.2013.2249066

[23] McLaughlin, J.E., Roth, M.T., Glatt, D.M., Gharkholonarehe, N., Davidson, C.A., Griffin, L.M., & Mumper, R.J. (2014). The Flipped Classroom. Academic Medicine, 89(2), 236–243. doi:10.1097/ACM.0000000000000086

[24] Naji, A. (2020). Les systèmes éducatifs à l’épreuve de la Covid : L’exemple du Maroc. Revue internationale d’éducation de Sèvres, 84, 23 29. https://doi.org/10.4000/ries.9783

[25] Nebri, M. (2016). La classe inversée. Mémoire de recherche. École supérieur de professorat et de l’éducation, académie de Nantes.

[26] Nejjari, A., & Bakkali, I. (2017). L’usage des TIC à l’école marocaine : État des lieux et perspectives. La Revue 2017, 78(2), 55 61.

[27] Nouri, J. (2016). The flipped classroom : for active, effective and increased learning – especially for low achievers. International journal of educational technology in higher education, 13(1), 33. doi: 10.1186/s41239-016-0032-z

[28] Nunnally, J.C. (1978). Psychometric theory(Eds). McGraw-Hill.

[29] OCDE. (2023). Résultats du PISA 2022 : État des apprentissages et de l'équité dans l'éducation (Eds.). (Vol I) .Paris, https://doi.org/10.1787/53f23881-fr

[30] Organisation des Nations Unies pour l'éducation, la science et la culture. (2019). Rôle de la science, de la technologie et de l’innovation dans l’édification de sociétés résilientes, notamment par la contribution des sciences citoyennes, UNESCO.URL https://unctad.org/system/files/official-document/ecn162019d3_fr.pdf

[31] Osborn, M. (2006). Promouvoir la qualité : Comparaisons internationales et questions méthodologiques. Éducation et Sociétés , 18(2). 163-180 doi: 10.3917/es.018.0163

[32] Pierce, R. (2013). Student Performance in a Flipped Class Module. Society for Information Technology & Teacher Education, (1), 942–954. Repéré à http://www.editlib.org/p/48235?nl

[33] Roseth, C.J., Johnson, D.W., & Johnson, R.T. (2008) Promouvoir la réussite des jeunes adolescents et les relations avec leurs pairs : les effets des structures d'objectifs coopératives, compétitives et individualistes. Psychol Bull,134, 223–246.

[34] Schleicher, A. (2018). First class: How to build a quality school for the 21st century. OECD Publishing.

[35] Stone, B. (2012). Flip Your Classroom to Increase Active Learning and Student Engagement. 28th Annual Conference on Distance Teaching & Learning, (1–5). Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf.

[36] Taurisson ,A., & Herviou, C. (2015). Pédagogie de l'activité : pour une nouvelle classe inversée - Théorie et pratique du "travail d'apprendre". ESF (Eds.). Issy-les Moulineaux.

[37] Tune, J.D., Sturek, M., & Basile, D.P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Physiology Education, 37(4), 316–320.doi : 10.1152/advan.00091.2013

[38] UNESCO (2004). Technologies de l’information et de la communication en éducation : Un programme d’enseignement et un cadre pour la formation continue des enseignants.UNESCO Bibliothèque Numérique. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000129538_fre

[39] Wilson, S.G. (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology, 40(3), 193–199.

[40] doi : 10.1177/0098628313487461

[41] Wynne, C., Stewart, J., & Passmore, C. (2001). High school students’ use of meiosis when solving genetics problems. International Journal of Science Education, 23(5), 501–515. doi: 10.1080/095006901750162856 . https://doi.org/10.1080/09500690121597

Abstract

References

How to cite