Journal of Pedagogical Sociology and Psychology
Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology
Sonam Dorji 1 * , Sangay Zangmo 2, Kinzang Dorji 3
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1 Department of Science, Tang Central School, Bumthang, Bhutan
2 Department of Mathematics, Tang Central School, Bumthang, Bhutan
3 Department of STEM Education, Samtse College of Education, Bhutan
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. 1-18
https://doi.org/10.33902/jpsp.202533603

Article Type: Research Article

Published Online: 18 Jun 2025

Views: 41 | Downloads: 10

ABSTRACT
This study explored the perceptions of Bhutanese students regarding flipped classroom (FC) instruction in biology. A total of 52 Grade 10 students from a central school in Bumthang district were selected using a cluster sampling design. The participants were naturally assigned to either the FC group or the Conventional Group (CG). While students in the FC group received instruction through flipped classroom strategies, those in the CG were taught using the traditional lecture method. Data collection involved a pre- and post-test Biology Achievement Test, a 5-point Likert scale questionnaire, and a semi-structured interview protocol. The pre- and post-test data were analyzed using independent samples t-tests, whereas the questionnaire data were examined through descriptive statistics. Additionally, Pearson correlation analysis was conducted to explore the relationship between students’ academic achievement and motivation. The results from the t-test revealed a statistically significant difference in achievement between the FC and CG groups, favoring the flipped classroom approach. Descriptive findings further indicated that students held positive perceptions of FC-based instruction in biology. The approach was shown to enhance students’ interest, motivation, and self-confidence. Moreover, regression analysis confirmed a significant positive correlation between students’ motivation levels and their academic performance. Overall, the findings suggest that the flipped classroom approach can serve as a more effective alternative to traditional teaching methods in Bhutanese secondary science education, with potential to foster improved student engagement, confidence, and academic outcomes.
KEYWORDS
Bhutanese students biology flip class mixed method perceptions
In-text citation: (Dorji et al., 2025)
Reference: Dorji, S., Zangmo, S., & Dorji, K. (2025). Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533603
In-text citation: (1), (2), (3), etc.
Reference: Dorji S, Zangmo S, Dorji K. Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533603
In-text citation: (1), (2), (3), etc.
Reference: Dorji S, Zangmo S, Dorji K. Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology. Journal of Pedagogical Sociology and Psychology. 2025. https://doi.org/10.33902/jpsp.202533603
In-text citation: (Dorji et al., 2025)
Reference: Dorji, Sonam, Sangay Zangmo, and Kinzang Dorji. "Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology". Journal of Pedagogical Sociology and Psychology (2025). https://doi.org/10.33902/jpsp.202533603
In-text citation: (Dorji et al., 2025)
Reference: Dorji, S., Zangmo, S., and Dorji, K. (2025). Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202533603
In-text citation: (Dorji et al., 2025)
Reference: Dorji, Sonam et al. "Exploring Bhutanese students’ perceptions of flipped classroom instruction in biology". Journal of Pedagogical Sociology and Psychology, 2025. https://doi.org/10.33902/jpsp.202533603
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