International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Evaluating the effectiveness of flipped vs. traditional classrooms in teaching microorganisms to middle school students

Author(s) Prof. Dr. HAMZI Amine, Prof. Dr. KHOUNA Jalal, Prof. ECHANTOUFI Noureddine, Prof. Dr. FAKHAR Hamza, Prof. Dr. AJANA Lotfi, Prof. LAMRABET Mohammed
Country Morocco
Abstract In the evolving field of science education, effectively teaching complex subjects like microorganisms poses significant challenges, particularly given the constraints of limited class time. This case study explores the efficacy of two instructional methods—the Flipped Classroom (FC) and the Traditional Classroom (TC)—in enhancing middle school students' understanding of microorganisms. To assess these methods, the study compared pre-test and post-test scores from two groups: one receiving instruction through the FC model and the other through the TC approach. The FC method involves students engaging with lecture content online prior to class, which then allows class time to be devoted to interactive, application-based activities. The study’s results indicate that both instructional strategies significantly improved students' comprehension of microorganisms. However, the FC approach showed a slight edge in effectiveness, suggesting it offers a more flexible and engaging framework for teaching this subject. These findings underscore the potential benefits of the Flipped Classroom model in addressing the challenges of limited instructional time and enhancing student participation and understanding in science education. This research highlights the value of innovative pedagogical strategies in fostering deeper student engagement and appreciation for scientific concepts.
Keywords Flipped Classroom, Traditional Classroom, Acquisition, Microorganism, Life and Earth Sciences
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.45500
Short DOI https://doi.org/g9m2gb
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