Running head: THE EFFECTIVENESS OF A FLIPPED CLASSROOM

The Effectiveness of a Flipped Classroom

in High School Biology
Brooke E. Russell
Bowling Green State University

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

Abstract
The traditional lecture style of teaching has long been the norm in
education, but with the incorporation and advances in technology, a
relatively new teaching strategy is beginning to make its breakthrough
in classrooms across the country. The flipped classroom model is an
attempt to improve student engagement and performance by moving
direct computer-based individual instruction outside the classroom and
interactive learning activities inside the classroom. This action research
study sought to determine whether flipping a traditional biology
course would improve student academic performance, engagement,
and perception. A teacher-created unit test and survey was
administered in completion of a two-week flipped unit to evaluate
academic performance, student engagement, and perceptions.
Quantitative results revealed no significant difference in terms of
academic performance between the flipped model of instruction and a
traditional classroom environment. However, qualitative findings
revealed that student participants responded positively to the flipped
model of instruction and experienced an increase in their engagement
when compared to the traditional classroom experience.
Keywords: Flipped classroom; academic performance; student
engagement; biology course; student perceptions

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

The Effectiveness of a Flipped Classroom

in High School Biology
Education in the 21st century poses numerous challenges for
many teachers that have not been seen in the past. With technology
devices in hand, students are coming to class distracted, disengaged,
and with greater expectations. A current educational trend known as
the flipped classroom or inverted classroom has been striking
curiosity and interest among teachers across the nation. As defined by
Bishop and Verleger (2013), a flipped classroom moves direct
computer-based individual instruction outside the classroom and
moves interactive learning activities inside the classroom.
Although the traditional lecture style of teaching remains the
norm in most educational courses, it certainly is not the best approach
for everyone, both in terms of learning styles and flexibility (Love,
Hodge, Grandgenett, & Swift, 2013). Transitioning the education
paradigm from teacher-centered instruction, also known as the stand
and deliver method, to student-centered learning, where the teacher
takes the role of a facilitator or guide on the side, may be the
solution to increasing student engagement and performance in the
classroom.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

This active research study used the flipped classroom method of

education in a high school biology course while concurrently evaluating
its effectiveness in student engagement and performance. The
completion of a survey and a teacher-created unit test were evaluated,
providing evidence to any changes in student participants perceptions
and academic performance. The purpose of this study was to discover
whether this model of education would be an effective instructional
approach for use in my future teaching.
Literature Review
Being a relatively novice approach, the flipped classroom is
receiving a considerable amount of buzz in academic circles at all
levels. Advances in technology allow teachers to diverge their teaching
style by providing class materials in a variety of electronic forms that
are available to students on demand (Love et al., 2013). Inverting the
classroom has the potential to be an effective and beneficial method of
education. In a flipped classroom, direct instruction, or the delivery of
information, can be observed outside of the classroom through the use
of video lectures or podcasts, allowing more class time for learning
activities, discussion, problem solving, and inquiry-based learning
(Szparagowski, 2014).
Using class time for such activities creates a classroom
environment that embodies collaborative and constructivist learning
(Tucker, 2012). Constructivist learning occurs when students gain

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

knowledge through direct personal experiences (Hawks, 2014). In a

flipped classroom, the frequency of these personal experiences
increases, creating an active learning environment (Szparagowski,
2014). Active learning, or learning that occurs when students practice
by doing, engage in discussion, and teaching others, has been found to
produce better grades than passive learning, or learning by absorption
of information (lectures, reading, visuals, and demonstrations)
(Cummins-Sebree & White, 2014). Although passive learning occurs in
a flipped classroom, it happens during the video lectures or podcasts
outside of class (Tucker, 2012).
According to a study completed by Lage, Platt, and Treglia
(2000), evidence has shown that a mismatch between an instructors
teaching style and a students learning style can negatively affect
student performance and engagement. In a traditional classroom, a
teacher would have to sacrifice course coverage in order to meet each
students learning style. In an inverted classroom, teachers can create
an environment that meets the needs of every student without
inordinately increasing contact time and sacrificing course coverage.
From the results of their study, they concluded that students had a
positive perception toward the flipped classroom; indicating learning
was more personalized to their learning needs (Lage et al., 2000).
Several other studies documented an increase in student
engagement and perception but no significant changes in student

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

performance when compared to a traditional classroom (Bishop &

Verleger, 2013; Cummins-Sebree & White, 2014; Love et al., 2013;
McLaughlin et al., 2013;). McLaughlin et al. (2013) sought to determine
if flipping a basic college pharmaceutics course would improve student
performance, engagement, and perception. Their study demonstrated
enhanced learning experiences, yet there was no significant
improvement in examination performance. In a Research Methods and
Statistics in Psychology course, Cummins-Sebree & White (2014)
investigated if students would adjust to the flipped classroom
pedagogy and develop a preference to it, as well as benefit from it
academically. Overall, their students were generally positive about the
flipped classroom structure, indicating they were more prepared,
engaged, and appreciative, despite no significant increase in student
academic performance.
Bishop & Verleger (2013) revealed 24 studies related to the
flipped classroom, concluding many differences between the studies,
but an overall positive perception to the change in classroom structure
and little evidence that examined student performance. Lastly, Love et
al., (2013) experimented with a flipped classroom in college science,
technology, engineering, and mathematics (STEM) courses at the
University of Nebraska at Omaha. They discovered that students within
a flipped classroom still performed as well as their peers in a traditional

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

classroom on the final exam; however, students reported they enjoyed

the flipped classroom structure more than a traditional classroom.
While research on the flipped classroom is limited, this review of
literature indicated the need for further exploration and research to
better evaluate the flipped models overall effectiveness, in terms of
student performance, engagement, and perception.
Methodology
To determine the overall effectiveness of a flipped classroom, the
implementation of a flipped classroom was compared with a
traditional, non-flipped classroom. As a state graduation requirement,
two biology classes were chosen for this study. Two regular education
biology classes consisting of a diverse group of 46 students (23 males
and 23 females) with varying learning abilities were used as my
sample population. The study participants were tenth grade students
between 15 and 16 years of age.
An action research design was utilized, collecting and analyzing
both quantitative and qualitative data to evaluate the overall
effectiveness of a flipped classroom in a high school biology course. To
provide an opportunity to explore the elements that contributed to the
overall effectiveness of the flipped classroom, a mixed-methods study
was used. Quantitative data included the completion of a teachercreated unit test and survey. Two open-ended questions from the

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

survey were used to collect qualitative data on students perceptions of

a flipped classroom.
The flipped classroom model was implemented over a two-week
period, focusing on a required unit of study. Students were expected to
come to class prepared by watching videos, listening to podcasts, and
reading several articles on the given topic. Students were required to
complete a guided handout as they viewed, listened to, or read the
preparation material. To determine if students sufficiently prepared for
class, they had to complete both the guided handout and a Check for
Understanding entrance ticket when arriving to class the following
day. Students were then able to use class time to engage in hands-on
learning activities, laboratory experiments, small group and
independent practice, and discussions in the presence of a teacher.
The teacher was then able to allocate class time to assess students
understanding of material, providing clarification and assistance when
needed.
At the end of the two-week flipped model of instruction, students
were asked to complete a survey containing 13 Likert-based questions
and two open-ended questions that evaluated the models impact on
student learning experiences (see Appendix A). The Likert-based
questions asked students to rank statements on a scale of 1 (strongly
disagree) to 5 (strongly agree). To prevent students from quickly
answering the questions with the same number rating, both positively-

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

and negatively-worded statements were asked. The mean was

calculated, as well as the percentages of students who chose strongly
agree and agree for each positively-worded statement and strongly
disagree and disagree for each negatively-worded statement on the
survey. The purpose of the open-ended questions was to obtain direct
responses on what students liked and did not like about the flipped
classroom design.
In addition, student participants were asked to complete a
teacher-created unit test covering the flipped material (see Appendix
B). This common assessment was also given to two similar biology
sections taught in a traditional setting. The test scores generated by
these students were shared and accessed through an online gradebook
(Schoology). To describe the test data, an independent-samples t-test
was performed using Microsoft Excel to determine if there was a
significant difference in performance between the two groups of
students.
Results and Findings
Quantitative Results
Performance abilities among students in a traditional and flipped
classroom presented no significant differences. An independentsamples t-test was conducted to compare performance levels between
students receiving the flipped model of instruction and those in a
traditional lecture-style classroom, using a teacher-generated unit test.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

10

There was no significant difference (95% confidence level) in

performance between those taught in a flipped classroom (M = 7.09,
SD = 2.15) and those taught in a traditional classroom environment (M
= 6.71, SD = 1.98); t(90) = 0.88, p = 0.39 (see Figure 1). Based on the
results, similar performance abilities were evident between the
traditional and flipped classrooms on the content assessed on the unit
test.
Figure 1. Student Performance Levels in a Flipped Classroom Compared
to a Traditional Classroom

Test Scores in a Flipped and Traditional Classroom

10

9
7
5

11

6 6

Flipped
3

Traditional

0 0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0

1.0
Test Scores

Student perceptions of a flipped classroom, as a whole, were

positive (see Table 1). Many students selected strongly agree or agree
for the positively-worded statements and strongly disagree or disagree
for the negatively-worded statements. The positively-worded
statements that students agreed with included: I liked having the

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

11

lectures as videos and audio podcasts with a guided handout (93.4%),

I liked doing the individual assignments in class instead of having it as
homework (86.9%), and I find the flipped classroom structure to be
more interesting and engaging than the traditional lecture structure
(82.6%). The negatively-worded statements that students disagreed
with included: I found the flipped classroom structure to be a
miserable experience I did not like it at all (76.0%) and I didnt like
having the group assignments I would have preferred to do those
activities on my own (78.2%).
Table 1. Mean Scores for Likert-Based Survey Questions
Question
M
1. I liked having the lectures as videos and the audio podcasts with
a
3.85
guided handout.
2. I had a hard time understanding the lectures when I had to
review
3.14
them on my own.
3. Was the class set up helpful in your learning? Watching videos as
3.40
homework, working in class on labs and worksheets.
4. I really appreciated being able to go back to the videos and audio
3.85
podcasts segments I didnt completely understand the first time I
listened to them.
5. It was difficult to follow the videos and audio podcasts for the
3.00
segments on natural selection.
6. I liked doing the individual assignments in class instead of having
4.10
it as homework.
7. I liked having the group assignments in class completing
activities 3.04
and group discussions helped me understand natural selection.
8. I didnt like having the group assignments I would have
preferred 2.40
to do those activities on my own.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

12

9. I managed to find a way not to view the videos and audio

podcasts
2.84
before class and still do well on all my assignments.
10.
I find the flipped classroom structure to be more interesting
and 4.22
engaging than the traditional lecture structure.
11.
I prefer the flipped classroom structure over the traditional
lecture
3.53
style.
12.
I would like if more units are taught using the flipped
model.
4.10
13.
I did not like the flipped classroom model at all.
2.10
experience I didnt like it at all.
Five-item Likert scale measured as 1 = strongly disagree, 2 = disagree,
3 = neutral, 4 = agree, 5 = strongly agree.
Qualitative Results
Major themes were identified when students commented on the
open-ended questions included on the survey. When asked what
students liked most about the flipped classroom structure, most
students responded with the following keywords and phrases: more
fun; hands-on learning; technology; working with classmates;
individualized instruction; paid more attention; not boring; and one-onone help. When asked what students disliked most about the flipped
classroom structure, most students responded with the following
keywords and phrases: adjustment; technology; no notes; and
preference to work alone.
Discussion and Conclusion
The purpose of this action research study was to discover
whether the flipped classroom model would be an effective
instructional approach for use in my future teaching. Specifically, I

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

13

wanted to see how it would impact student performance and

engagement. With respect to the area of student performance,
students taught in a flipped classroom and those taught in a traditional
classroom demonstrated similar performance abilities. The mean for
the traditional classroom was 6.71 out of a possible 10; the mean for
the flipped classroom was 7.09 out of a possible 10. To confirm, an
independent-samples t-test was computed, concluding that no
significant difference in performance existed between students taught
traditionally and those taught in a flipped classroom environment.
Regarding the area of student engagement, the findings of this
action research study indicated that students were more engaged in a
flipped classroom compared to a traditional classroom. Student
answers and comments to the survey clearly indicated that they were
more engaged, came to class more prepared, and enjoyed the use of
technology. Eighty-two percent of the students found the flipped
classroom structure to be more interesting and engaging than the
traditional lecture structure. Consequently, the flipped model of
instruction had a positive effect on student engagement.
Interestingly, the majority of student participants favored the
flipped model of instruction compared to the traditional model.
Generalized themes from the survey regarding student perceptions of
a flipped classroom were positive, stating students enjoyed the use of
technology and variety offered in their flipped biology classroom.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

14

Students in a flipped classroom experienced individualized and quality

instruction that was student-centered. Because content was delivered
at home, class time was better spent engaging in hands-on activities,
discussions, and project-based learning structures. While the flipped
model is still a novice instructional approach, individualizing instruction
through the use of various instructional approaches has the potential
to create a positive impact on student engagement and performance in
a high school biology classroom.
Challenges and Limitations
As with any change in course design, there can be challenges
and limitations. The following challenges and limitations were
recognized after reviewing the results of this research:
1. Creating lectures and designing and implementing engaging
inquiry-based activities required thoughtful planning and
preparation. Additionally, the amount of grading increased.
2. Teacher and student accessibility to technology was a minor
challenge. One student was unable to pay the insurance required
to take the laptop home, which required minor modifications for
content delivery.
3. Students coming to class unprepared created a setback for group
assignments. The number of students unprepared greatly
reduced after the first week when students understood class
expectations.
4. The limited time frame for the research could have impacted the
results. The flipped model was implemented throughout a two-

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

15

week unit. A longer, more extensive research study needs to be

conducted to confirm these findings.
5. The quality of instruction could be improved. Being the
researchers first time flipping the classroom, videos, podcasts,
and class activities could all be improved upon with more
practice and experience.
6. The implementation of the flipped model occurred in two biology
classes taught by one teacher. The one classroom teacher who
flipped the classroom was also the researcher. A second biology
teacher taught in a traditional classroom environment and
collected data from two biology classes. By conducting a more
extensive study involving more classroom teachers and biology
classes, or utilizing the same teacher for both instructional
methods, the findings and results of this study can be further
investigated.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

16

References
Bishop, J., & Verleger, M.S. (2013, June). The flipped classroom: A
survey of the research paper. Research paper presented at 2013
ASEE Annual Conference, Atlanta, Georgia.
Clark, K. R. (2015). The effects of the flipped model of instruction on
student
engagement and performance in the secondary mathematics
classroom. Journal of Educators Online, 12(1), 91-115.
Cummins-Sebree, S.E., & White, E. (2014). Using the flipped classroom
design:
Student impressions and lessons learned. AURCO Journal, 20, 95110.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A
gateway to creating an inclusive learning environment. Journal of
Economic Education, 31(1), 30-43.
Love, B., Hodge, A., Grandgenett, N., & Swift, A.W. (2014). Student
learning and
perceptions in a flipped linear algebra course. International
Journal of Mathematical Education in Science & Technology,
45(3), 317-324.
doi: 10.1080/0020739X.2013.822582

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

17

McLaughlin, J. E., Griffin, L. M., Esserman, D.A., Davidson, C.A., Glatt, D.

M., Roth, M. T.,
Mumper, R.J. (2013). Pharmacy student engagement,
performance, and perception in a flipped satellite classroom.
American Journal of Pharmaceutical Education, 77(9), 1-8.
Szparagowski, R. (2014). The effectiveness of the flipped classroom.
ScholarWorks@BGSU.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Appendix A
Flipped Classroom Student Survey

Flipped Classroom Student Survey

Please complete this quick survey, consisting both multiple choice and
open-ended response, to gather your thoughts on the flipped
classroom structure I used for this unit on natural selection. Because
this is the first time I have attempted this teaching format, I would like
to hear your input from you on what you liked, what you didn't like,
what worked, and what didn't work. I can then use your feedback to
make modifications to my teaching.
I liked having the lectures as videos and audio podcasts
with a guided handout.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way.

Agree

Strongly Agree
I had a hard time understanding the lectures when I had
to review them on my own.
o

Strongly Disagree

Disagree

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

Neutral - It didn't matter to me either way

Agree

18

Strongly Agree
Was the class set up helpful in your learning? Watching
videos as homework, working in class on labs and
worksheets.
o

Strongly Disagree

Disagree

Undecided

Agree

o
Strongly Agree
I really appreciated being able to go back to the videos
and audio podcasts segments I didn't completely
understand the first time I listened to them.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
It was difficult to follow the videos and audio podcasts for
the segments on natural selection.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I liked doing the individual assignments in class instead
of having it as homework.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I liked having the group assignments in class - completing
activities and group discussions helped me understand
natural selection.
o

Strongly Disagree

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

o

Disagree

Neutral - It didn't matter to me either way

Agree

19

Strongly Agree
I didn't like having the group assignments - I would have
preferred to do those activities on my own.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I managed to find a way not to view the videos and audio
podcasts before class and still do well on all my
assignments.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I find the flipped classroom structure to be more
interesting and engaging than the traditional lecture
structure.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I prefer the flipped classroom structure over the
traditional lecture style.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
I would like if more units are taught using the flipped
model.
o

Strongly Disagree

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

Disagree

Neutral - it didn't matter to me either way

Agree

20

Strongly Agree
I found the flipped classroom structure to be a miserable
experience - I didn't like it at all.
o

Strongly Disagree

Disagree

Neutral - It didn't matter to me either way

Agree

Strongly Agree
The three things I liked best about the flipped classroom
structure were:
o

The three things I disliked the most about the flipped

classroom structure were:

Appendix B
Natural Selection Unit Test
Multiple Choice: Please place your answers on the provided Scantron.
1. Which describes natural selection?
a. Some live and some die in each generation
b. Only the largest and strongest survive
c. Random assortment of genes results in better characteristics in the
following generations
d. The best-adapted individuals survive and reproduce, contributing
the most to the next generation
2. Which of the following is NOT one of the premises on which
evolution by natural selection is based?
a. Organisms usually produce many more offspring than the
environment can support.
b. Most natural populations remain approximately the same size
through time.
c. Organisms can alter their genes to help them survive in a particular
environment.
d. Hereditary differences between organisms can be passed on to their
offspring.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

21

3. Which of the following is a basic requirement for natural

selection to be an effective evolutionary force?
a. Individuals must reproduce at a rapid rate.
b. Each population must be limited to a small size.
c. A population must exhibit some genetic variability.
d. All of the above.
4. According to natural selection, birds such as cardinals,
eagles, and ducks have differently shaped feet due to
a. random changes in foot structure
b. adaptations to different environments and feeding habits
c. differences inherited from their ancestors
d. inheritance of acquired characteristics
5. Which of the following is indirect evidence in support of the
theory of evolution by natural selection?
a. Improvement of domesticated animals and plants by breeding
individuals with desirable traits
b. The fossil record that shows a clear relationship between living and
extinct animals
c. homologous structures in different organisms that are dissimilar in
form and function but that have underlying structural similarities.
d. all of the above
6. All of the following statements are related to the ideas of
natural selection except which one?
a. There is heritable variation among individuals.
b. Production of offspring is unrelated to the availability of essential
resources.
c. Only a fraction of offspring survive because of competition for
limited resources.
d. Unequal reproductive success leads to adaptations.
7. Natural selection tends to reduce variation in gene pools.
What process serves to balance natural selection by creating
new alleles?
a. meiosis
b. sex
c. mutation
d.
migration
8. Which of the following observations or assumptions was
NOT part of Darwins theory of natural selection?
a. Traits are inherited as discrete units called
genes.
b. Evolution occurs over long periods of time.
c. Populations produce more offspring than the environment can
support.

THE EFFECTIVENESS OF A FLIPPED CLASSROOM

22

d. Organisms compete for limited resources.

9. Which owl was most fit?
a. Owl 1 laid 8 eggs, of which 6 hatched and 5 young successfully left
the nest.
b. Owl 2 laid 9 eggs, of which 8 hatched and 3 young successfully left
the nest.
c. Owl 3 laid 12 eggs, of which 10 hatched and were all eaten by a
squirrel.
d. Owl 4 laid 4 eggs, of which all 4 hatched and all 4 young successfully
left the nest.
10. Before Darwins work, Lamarck proposed a hypothesis of
evolution by inheritance of acquired characteristics. He used
the example of how giraffes got long necks, saying that during
their lifetimes giraffes stretched their necks as they tried to
reach higher and higher leaves. Their necks became longer
due to this effort, and the children of these longer-necked
giraffes also had longer necks. Those giraffes who did not try
to reach the higher leaves starved and died. From our current
understanding of evolution, what was the biggest problem
with Lamarcks idea?
a. The giraffes with short necks died because they couldnt reach the
food as well as those with longer necks
b. the giraffes with longer necks had longer necked children
c. the giraffes that acquired longer necks by stretching had longer
necked children
d. nothing