Designing and evaluating a flipped classroom for scientific inquiry in biology education

Thesis Abstract

This study investigates the design, implementation, and evaluation of a flipped classroom model to enhance scientific inquiry competencies among biology students in secondary and tertiary education settings. The contextual problem addressed is the persistent gap between students’ theoretical understanding of biology and their ability to engage in independent inquiry, experimental design, data interpretation, and evidence-based reasoning. The aim is to determine whether a structured flipped classroom, grounded in constructivist and inquiry-based learning theories, can improve students’ inquiry skills, conceptual understanding, and motivation compared with traditional lecture-based instruction. Specific objectives include (i) designing a flipped module that operationalizes pre-class videos and in-class inquiry activities aligned with biology curriculum standards, (ii) evaluating changes in students’ scientific inquiry competencies using a validated performance rubric, (iii) examining shifts in biological conceptual understanding through concept inventories and written arguments, (iv) assessing changes in student engagement and attitudes toward science via standardized scales, and (v) exploring teachers’ experiences and contextual factors affecting implementation through qualitative inquiry. The mixed-methods study employs a quasi-experimental design with two teaching conditions flipping and traditional instruction. The population comprises 1,200 biology students enrolled across three urban high schools and two undergraduate biology courses at a large public university. A purposive sample of two intact classes per site (n ? 360 students) is assigned to the flipped intervention and two matched control classes (n ? 360). Data collection instruments include (i) a validated scientific inquiry assessment comprising performance tasks and a rubric (scored by two independent raters, Inter-rater reliability ? > 0.80), (ii) the Biology Concept Inventory, (iii) the Science Motivation Questionnaire II (SMQ II) to measure intrinsic motivation and self-efficacy, (iv) classroom observation protocols using the Reformed Teaching Observation Protocol (RTOP), and (v) semi-structured interviews with 12 biology teachers and 24 students. Pre- and post-tests are administered across a 12-week instructional period, and a 6-month follow-up assesses retention of inquiry skills. Data analysis uses a combination of quantitative and qualitative techniques descriptive statistics; ANCOVA to compare post-intervention outcomes while controlling for pre-test scores; multilevel modeling to account for nesting within classes and sites; thematic analysis of interview transcripts guided by the theoretical framework of social constructivism and expectancy-value theory; and regression analyses to identify predictors of inquiry skill gains. A model specifying the relationships among pre-class preparation quality, in-class inquiry engagement, and observable outcomes will be tested via structural equation modeling (SEM) to examine mediation effects. Expected findings include significant gains in scientific inquiry competencies and higher-order reasoning in the flipped condition relative to the control, with effect sizes in the moderate to large range (Cohen’s d ? 0.5–0.9). Improvements in conceptual understanding and argumentation quality are anticipated, along with higher engagement, autonomy, and perceived relevance of biology. Qualitative data are expected to reveal nuanced mechanisms pre-class exposure to core concepts enabling richer in-class inquiry, collaborative epistemic practices, and the role of teacher facilitation in scaffolding inquiry tasks. Contextual factors such as technological access, prior achievement, and teacher professional development are anticipated to moderate outcomes. This study contributes to knowledge by providing robust empirical evidence on the effectiveness and mechanisms of flipped classrooms for scientific inquiry in biology, integrating constructivist theory with practical design heuristics for curriculum developers and educators. It advances methodological rigor in biology education research through a mixed-methods design, multi-site sampling, and SEM-based modeling of pathways from preparation to inquiry outcomes, while offering scalable, context-sensitive guidelines for implementing flipped instruction in diverse biology settings. The main conclusion is that a well-structured flipped biology unit, anchored in inquiry-based tasks and supported by targeted teacher development, can produce meaningful and durable improvements in students’ scientific inquiry abilities and conceptual understanding. Recommendations include investing in high-quality pre-class materials and in-class facilitation training, ensuring equitable access to learning technologies, employing continuous assessment for iterative refinement, and conducting longitudinal studies to examine long-term impacts on STEM motivation and college readiness.