The Effects of a Flipped Classroom Teaching Method Integrated with a Collaborative Learning Model on Students’ Learning Performance in Genetics

Difficulties in mastering complex Genetics concepts persist among senior high school learners, prompting the need for innovative pedagogical approaches beyond traditional lecture-based instruction. This study investigated the effects of the flipped classroom teaching method integrated with a collaborative learning model on the learning performance of STEM Grade 11 students in Genetics at Notre Dame of Midsayap College. Employing a quasi-experimental design with non-equivalent control and experimental groups, the control group was taught using the traditional deductive method. In contrast, the experimental group received flipped classroom instruction incorporating collaborative activities. Both groups took a pre-test to establish baseline comparability and a post-test to measure learning gains. Results revealed that the flipped classroom, integrated with a collaborative learning model, was rated “very high” in implementation, with teacher guidance, student motivation, and the accessibility of pre-class materials identified as key strengths. Post-test scores of the experimental group (M = 86.40) were significantly higher than those of the control group (M = 78.15), with a larger mean gain (14.60 vs. 5.80) and a large effect size (d = 1.92), indicating substantial improvement in student performance. These findings suggest that the flipped classroom, combined with collaborative learning, is more effective than traditional methods in enhancing academic achievement, fostering active engagement, and developing critical thinking in Genetics. The results further affirm the importance of innovative, student-centered instructional models in advancing Sustainable Development Goal 4 – Quality Education.