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Effectiveness of Flipped Classroom Strategy On Conceptual Understanding of the Chapter ‘Tissues’ in Science Among Secondary School Students
Subject area: Science,Engineering and Technology · Area of research: Science Education
DOI: 10.64388/ire1724986
Abstract
The chapter ‘Tissues’ helps students understand living organisms in an organised manner by explaining how groups of specialised cells work together to perform specific functions. Learning this chapter involves understanding the characteristics of different plant and animal tissues and the relationship between their structures and functions. Although students may remember the names of different tissues, they may experience difficulties in comparing tissue types, interpreting diagrams and explaining structure–function relationships. In this context, the present study investigated the effectiveness of the Flipped Classroom Strategy in improving students’ conceptual understanding of the chapter Tissues in Science among Class IX secondary school students. The study adopted a quasi-experimental pre-test–post-test non-equivalent control group design. A sample of 60 students was selected from one secondary school through intact classroom selection, comprising 30 students each in the experimental and control groups. The experimental group was taught using the Flipped Classroom Strategy, while the control group received conventional instruction. The intervention was conducted over six weeks, consisting of 12 instructional sessions. A researcher-developed Conceptual Understanding Test was used to collect data. The collected data were analysed using mean, standard deviation, paired-samples t-test and independent-samples t-test. The findings revealed a statistically significant improvement in the conceptual understanding of the experimental group (t = 10.279, p < 0.001), whereas the control group showed no statistically significant improvement (t = 1.361, p = 0.184). The comparison of pre-test scores showed no significant difference between the two groups (t = 0.025, p = 0.980). However, the post-test comparison revealed a statistically significant difference (t = 2.687, p = 0.0094), with the experimental group obtaining a higher mean score than the control group. The study concludes that the Flipped Classroom Strategy was more effective than conventional teaching in improving conceptual understanding of the chapter Tissues among the selected Class IX students.
Keywords
flipped classroom strategy, conceptual understanding, science education, tissues, secondary school students
References
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How to cite this paper
@article{1724986,
author = {Raghunandana K, Deepashree S},
title = {Effectiveness of Flipped Classroom Strategy On Conceptual Understanding of the Chapter ‘Tissues’ in Science Among Secondary School Students},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {5},
pages = {2043-2067},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1724986.pdf},
abstract = {The chapter ‘Tissues’ helps students understand living organisms in an organised manner by explaining how groups of specialised cells work together to perform specific functions. Learning this chapter involves understanding the characteristics of different plant and animal tissues and the relationship between their structures and functions. Although students may remember the names of different tissues, they may experience difficulties in comparing tissue types, interpreting diagrams and explaining structure–function relationships. In this context, the present study investigated the effectiveness of the Flipped Classroom Strategy in improving students’ conceptual understanding of the chapter Tissues in Science among Class IX secondary school students.
The study adopted a quasi-experimental pre-test–post-test non-equivalent control group design. A sample of 60 students was selected from one secondary school through intact classroom selection, comprising 30 students each in the experimental and control groups. The experimental group was taught using the Flipped Classroom Strategy, while the control group received conventional instruction. The intervention was conducted over six weeks, consisting of 12 instructional sessions. A researcher-developed Conceptual Understanding Test was used to collect data. The collected data were analysed using mean, standard deviation, paired-samples t-test and independent-samples t-test.
The findings revealed a statistically significant improvement in the conceptual understanding of the experimental group (t = 10.279, p < 0.001), whereas the control group showed no statistically significant improvement (t = 1.361, p = 0.184). The comparison of pre-test scores showed no significant difference between the two groups (t = 0.025, p = 0.980). However, the post-test comparison revealed a statistically significant difference (t = 2.687, p = 0.0094), with the experimental group obtaining a higher mean score than the control group. The study concludes that the Flipped Classroom Strategy was more effective than conventional teaching in improving conceptual understanding of the chapter Tissues among the selected Class IX students.},
keywords = {flipped classroom strategy, conceptual understanding, science education, tissues, secondary school students},
month = {November},
doi = {https://doi.org/10.64388/ire1724986}
}