Graduate Student Research Symposium 2025

This action research study explored the effectiveness of a flipped classroom model in a high school biology setting. Contrasting traditional lecture-based learning, the flipped approach assigned pre-class bookwork via videos and online texts, reserving class time for activities and labs. The study aimed to measure impacts on teacher and student efficacy, and student performance, compared to a no-homework control.

Over two weeks, students engaged with curated videos and textbook chapters at home, followed by in-class practice, argumentation, and labs. Results indicated increased student self-efficacy in the flipped classroom. Key findings included the effectiveness of videos and texts as supplementary materials, and a rapid decline in engagement for homework exceeding ten minutes. The study suggests potential benefits of flipped learning for student efficacy and engagement, with considerations for homework duration.