THE IMPACT OF MICRO-LEARNING BASED FLIPPED CLASSROOM MODEL ON ACADEMIC PERFORMANCE AND ENGAGEMENT OF STUDENTS IN BIOLOGY

Abstract

Objective

The focus of the current article is to investigate the impact of a flipped classroom with micro-learning-based model on academic performance and engagement of students in Biology.
It assesses the needs of students and teachers within the model and analyzes the existing literature to compare student academic performance and engagement between experiment and control groups using the model.

Methodology

The analysis and review of the literature of interest adopted systematic, meta-analytic and integrative review research methodologies to meet the objectives of the research article. Also, the article adopted the literature review analysis outline by Kraus et al. (2020) and, in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.

Findings

The study revealed that integrating micro-learning flipped classroom hybrid model is one of the most effective teaching models that addresses the lack of practicability by promoting active learning, customized instruction, and improved student engagement. Students undertake the learning process by themselves through independent learning before class, followed by the teacher in the classroom focusing on the content that students do not understand, to improve students’ independent learning ability and problem-solving ability.

Conclusion

The adoption of the micro-learning-based flipped classroom approach significantly boosts both engagement and academic outcomes for students. This educational strategy is affirmed as a potent tool in elevating the quality of learning and teaching experiences in the field of Biology, advocating for its wider implementation to achieve superior educational achievements.