Flipped Classroom and Demonstration Method on Students’ Academic Performance in the Sciences
Abstract
This study investigates the effects of the flipped classroom and demonstration teaching methods on students’ academic performance in science subjects. The traditional lecture method has often been criticized for being teacher-centered, resulting in passive student engagement and shallow learning outcomes. The flipped classroom approach, which integrates digital tools to deliver content outside the classroom, and the demonstration method, which visually represents concepts during instruction, are considered viable alternatives to enhance students' understanding and performance. Using a quasi-experimental design, this study will compare the performance of secondary school students exposed to flipped classroom instruction, demonstration teaching, and traditional lecture methods in science. The findings will inform educators and curriculum planners about effective instructional strategies that promote student engagement and improved academic outcomes in science education.
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Published in INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AND ENVIRONMENTAL RESEARCH
ISSN: 8343-6971
This article appears in our peer-reviewed academic journal
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