INNOVATIVE TEACHING STRATEGIES IN BIOLOGY: ASSESSING FLIPPED MASTERY VS. FLIPPED CLASSROOM LEARNING

The current study examined the efficacy of Flipped Mastery Approach (FMA) and Flipped Classroom Learning (FCL) in helping 11th grade students grasp biology subjects based on differences in their previous knowledge levels. The study included a sample of 120 class 11 learners from the Indian state of Jharkhand, including 60 students in each of the experimental and control groups. In terms of the post-achievement score, the experimental group (FMA) fared better than the control group (FCL). The FMA approach was proven to be successful in helping low-achievers retain complex biological concepts over the long term. The ANOVA findings also showed that the type of teaching used to transfer the information impacts performance in a given topic, with FMA yielding better scores than FCL. This was ascribed to FMA's make available for students to see instructional films and complete topic-related activities many times until they attained 80% mastery of the material. Additionally, the students' prior knowledge concerning a given subject had an effect on their total performance. Students with greater prior knowledge levels were shown to have higher post-achievement scores in this study. Additionally, the study discovered that students in the FMA and FCL groups with varied degrees of prior knowledge scored substantially differently, with FMA consistently outperforming FCL across the board. These findings illustrate how FMA might aid students with lower previous knowledge levels in comprehending and remembering topics over time, as well as the significance of taking individual differences in achievement levels into account when evaluating instructional interventions.