STUDENT'S SATISFACTION UNDER THE FLIPPEDCLASSROOM STRATEGY AT THESENIOR SECONDARY LEVEL

Effect of the flipped classroom strategy on the student's satisfaction in biology at the senior secondary level is investigated. The research examines whether this pedagogical approach enhances student's satisfaction, improves student participation, and promotes a deeper understanding of biological concepts relative to traditional teaching methods. The population of the study consists of Kendriya Vidyalaya (KV) schools in the Delhi Region, India, and the sample comprises 68 students from XIth-grade biology classes at two KV schools. One class was chosen as the control group and the other as the experimental group. Students in the experimental group were taught the human physiology unit from the NCERT biology textbook using a flipped classroom strategy, whereas the control group received a traditional classroom approach. The instructor prepared and implemented a lesson plan covering the course content for the experimental group, using the flipped strategy. The study utilised a pretest-posttest non-equivalent control group design in a quasi-experimental research. Researchers used a self-constructed student satisfaction scale to collect data from the two groups before and after the intervention. An independent-samples t-test was used to compare the two groups' mean scores. The findings suggest that the flipped classroom pedagogy significantly enhances student satisfaction in biology. This study recommends implementation of the flipped classroom strategy in biology teaching and learning at the senior secondary level.