Journal of Pedagogical Sociology and Psychology
Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts
Ezekiel Akotuko Ayimbila 1 * , Yaw Ameyaw 2, James Awuni Azure 2
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1 Department of Science Education, School of Science, Mathematics and Technology Education, C. K. Tedam University of Technology and Applied Sciences, Ghana
2 Department of Biology Education, Faculty of Science Education, University of Education, Winneba, Ghana
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-19
https://doi.org/10.33902/jpsp.202533480

Article Type: Research Article

Published Online: 16 Jul 2025

Views: 13 | Downloads: 10

ABSTRACT
This study investigated the effect of flipped classroom instructional strategy on students’ knowledge retention in the concept of diversity of living organisms and plant physiology. One group pretest, posttest experimental design was adopted for the study. The sample size comprised of thirty biology students. The students were taught using flipped classroom instructional strategy. The instruments used for data collection were pretest, posttest, retention test, questionnaire and interview. The reliability of the pretest, posttest and retention test was determined using test-retest reliability coefficient, and was found to be .75, .74 and .78, respectively.  The reliability of the questionnaire was determined using Cronbach alpha and was found to be .80. The data were analysed using mean, standard deviation, t-test and thematic analysis. The results of the study proved that there was statistically significant difference between the retention test and pretest mean scores of students taught using flipped classroom instructional strategy. The results of the study also revealed a statistically significant difference between the retention test and posttest mean scores of students taught using flipped classroom instructional strategy. The results further revealed that students had positive attitude towards the adoption of flipped classroom instructional strategy in teaching diversity of living organisms and plant physiology. It was concluded that flipped classroom instructional strategy significantly and positively improved students’ knowledge retention in diversity of living organisms and plant physiology. It was therefore recommended that biology teachers should adopt flipped classroom instructional strategy in teaching concepts in Biology, Chemistry and Physics.
KEYWORDS
diversity flipped classroom knowledge retention living organisms plant physiology
In-text citation: (Ayimbila et al., 2025)
Reference: Ayimbila, E. A., Ameyaw, Y., & Azure, J. A. (2025). Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533480
In-text citation: (1), (2), (3), etc.
Reference: Ayimbila EA, Ameyaw Y, Azure JA. Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533480
In-text citation: (1), (2), (3), etc.
Reference: Ayimbila EA, Ameyaw Y, Azure JA. Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533480
In-text citation: (Ayimbila et al., 2025)
Reference: Ayimbila, Ezekiel Akotuko, Yaw Ameyaw, and James Awuni Azure. "Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202533480
In-text citation: (Ayimbila et al., 2025)
Reference: Ayimbila, E. A., Ameyaw, Y., and Azure, J. A. (2025). Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533480
In-text citation: (Ayimbila et al., 2025)
Reference: Ayimbila, Ezekiel Akotuko et al. "Effect of flipped classroom instructional strategy on students’ knowledge retention in diversity of living organisms and plant physiology concepts". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202533480
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