The effect of flipped classroom teaching on learning and memorization of the 12th grade biology lesson in the post-corona era (a case study on the topic of information molecules)

Document Type : Original Article

Authors

1 Department Of Biology Education, Farhangian University, Tehran

2 Department of Biology, Farhangian University, Tehran

3 Department of Science Education, Farhangian University, Tehran

Abstract

devices and then attended the class and during the interaction with the teacher and their classmates, they learn the lesson in a deeper way. The aim of the current research is the effect of teaching in the flipped classroom method on learning and memorization of biology in the post-corona era. This research is a semi-experimental method with a pre-test-post-test design and memorization level measurement for control and experimental groups and also measuring the willingness of the experimental group was done in this way. A sample of 44 students was selected from the statistical population, who were randomly divided into control and experimental groups. The research questionnaires included questionnaires made by the researcher to evaluate learning, memorization and willingness. Descriptive statistics (prevalence, mean and standard deviation) and inferential statistics (t-test, univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA)) were used in data analysis. According to the findings, the difference between pre- and post-test was significant in both groups. But the higher average of the test group is a sign of better learning. Also, the experimental group showed better performance at the memory level. The results of the propensity questionnaire show the high degree of students' propensity to use electronic tools to receive course materials in the post-corona era. Therefore, it can be concluded that the use of this educational method in the post-corona era is effective in learning and memorizing biology.

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