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

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.