To what extent is the use of flipped learning in A level Biology suitable for students with lower prior attainment?
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Authors
Marshall, Sarah
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
England
United Kingdom of Great Britain and Northern Ireland
United Kingdom of Great Britain and Northern Ireland
Abstract
Background and Purpose: Flipped learning has gained attention for its potential to enhance student engagement and learning by shifting content delivery outside the classroom and prioritising interactive activities during lessons. However, concerns remain about its suitability for students with lower prior attainment. This study examines the effectiveness of flipped learning in supporting such students within the context of A-level Biology at a co-educational sixth-form college in Somerset, United Kingdom.
Aims: The research aimed to evaluate whether flipped learning could enhance engagement and understanding for students with lower prior attainment.
Design or Methodology: Using Lesson Study as an investigative framework, teachers collaboratively planned, observed, and refined a flipped learning lesson on "Plant Responses." Students completed preparatory tasks, including structured textbook activities and watching videos, before engaging in interactive classroom activities. Case study students with the lowest prior attainment were observed, and feedback was collected through student feedback and teacher reflections.
Findings: Flipped learning positively impacted all students, including those with lower prior attainment. Teachers observed higher-quality questions, answers, and practical task engagement amongst all students compared to traditional lessons. Case Study students reported feeling more confident than usual due to the completed preparation work, which increased their willingness to participate in class discussions. Teachers valued the collaborative planning process, which led to the development of highly effective teaching resources and activities, although the increased preparation time was a notable challenge.
Conclusions, Value, and Implications: The study highlights flipped learning's potential to fostering deeper understanding and confidence amongst students with lower prior attainment, provided that preparatory tasks are well-structured and accountability is maintained. While effective, the model demands significant teacher preparation time, suggesting incremental implementation. Expanding this approach across a full module and scaling it to other disciplines could offer further insights.
Aims: The research aimed to evaluate whether flipped learning could enhance engagement and understanding for students with lower prior attainment.
Design or Methodology: Using Lesson Study as an investigative framework, teachers collaboratively planned, observed, and refined a flipped learning lesson on "Plant Responses." Students completed preparatory tasks, including structured textbook activities and watching videos, before engaging in interactive classroom activities. Case study students with the lowest prior attainment were observed, and feedback was collected through student feedback and teacher reflections.
Findings: Flipped learning positively impacted all students, including those with lower prior attainment. Teachers observed higher-quality questions, answers, and practical task engagement amongst all students compared to traditional lessons. Case Study students reported feeling more confident than usual due to the completed preparation work, which increased their willingness to participate in class discussions. Teachers valued the collaborative planning process, which led to the development of highly effective teaching resources and activities, although the increased preparation time was a notable challenge.
Conclusions, Value, and Implications: The study highlights flipped learning's potential to fostering deeper understanding and confidence amongst students with lower prior attainment, provided that preparatory tasks are well-structured and accountability is maintained. While effective, the model demands significant teacher preparation time, suggesting incremental implementation. Expanding this approach across a full module and scaling it to other disciplines could offer further insights.
Description
Keywords (free text)
biology , A-levels , flipped learning , lower prior attainment , preparation work