Suitability of the flipped classroom strategy for teaching classification of plants and animals to grade 12 learners

Suitability of the flipped classroom strategy for teaching classification of plants and animals to grade 12 learners | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Suitability of the flipped classroom strategy for teaching classification of plants and animals to grade 12 learners Oscar Sibongo Mwazi, Christopher Haambokoma, Kabunga Nachiyunde This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6683687/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The study aimed to gather learner feedback on the suitability of the flipped classroom strategy, incorporating multimedia, for teaching the classification of plants and animals to Grade 12 biology learners. A pre-experimental design used a pretest and posttest approach with one intact class (N = 29) at a girls’ boarding school in Luapula Province, Zambia. Data from two focus group discussions were analysed thematically. The findings corroborate existing literature, indicating that the flipped classroom enhances learning. However, they challenge the normative view of the flipped classroom and suggest that not all learners benefit. The implications for practice are that for the flipped classroom to be effective it needs teacher clarification and taking into account learner differences. But also, for low resource countries like Zambia, there is need to support the integration of multimedia technology in schools. Biology Classification of plants and animals Flipped classroom Multimedia Class Exercises Learners Introduction Active and interactive learning are essential for enhancing academic achievement in classification of plants and animals. One approach to facilitate such is the use of Multimedia instruction in flipped classroom settings. The approach has shown significant positive effects on academic achievement in biology (Kassa, et al, 2024 ). Although traditional non-flipped classroom teaching approaches have yielded positive results over the years, they quite often fail to meet the diverse learning needs and motivation levels of learners (Malacapay, 2024 ). Therefore, in recent times, multimedia instruction in flipped classroom settings has become handy as teachers consistently seek innovative pedagogical tools to enhance teaching efficacy and learner motivation. Multimedia are audio-visual aids and flipped classroom teaching fosters peer interaction. The role of multimedia and flipped classroom teaching in enhancing memory and recall is supported by constructivism (Rasul et al. , 2023; Vygotsky, 1978) and the cognitive theory of multimedia learning (Mayer, 2012 ). Well-developed multimedia captures the attention of learners (Ntaila and Mbaraka, 2023 ). Similarly, peer interactions enhance academic outcomes by allowing communication in the language familiar to learners sometimes native languages (Matiso, 2024 ). Secondly, more knowledgeeable peers provide the scaffolding necessary for navigating what Vygotsky (1978) called the zone of proximal development (ZPD). The Cognitive Theory of Multimedia Learning (Mayer, 2017), posits that individuals learn more effectively from words and pictures than from words alone. This theory underscores the potential of multimedia to facilitate deeper cognitive processing by engaging multiple sensory modalities (Mayer and Moreno, 2020). With reference to classification of plants and animals, learners tend to use different factors to distinguish organisms from the way the scientific community does it (Chyleñska and Rybska, 2018 ). Learners also struggle to identify species using classification keys (Maskour, et al., 2016 ). Addressing these challenges requires strategies that encourage deep learning (Getachew, 2024 ). Recent studies have demonstrated the efficacy of the flipped classroom strategy and multimedia instruction in various educational settings. For instance, research by Nsabayezu et al. ( 2025 ) showed significant learning gain in organic chemistry. Similarly, a study by Daeli ( 2025 ) on perceptions of the flipped classroom model in EFL revealed that the flipped classroom strategy fosters learner preparedness, teacher engagement, and listening comprehension by integrating pre-class multimedia sources and interactive in-class activities. However, there are very few studies (e.g., Estévez-Méndez, et al., 2024 ; Gariou-Papalexiou, et al., 2017; Ristanto, Kristiani, & Lisanti, 2022; Wu, Chai, & Wang, 2022 ) on the flipped classroom strategy using multimedia focusing on biology in secondary schools. While these studies suggest enhanced learning outcomes, none of them has examined the efficacy of multimedia on academic achievement in classification of plants and animals. Furthermore, there is scanty research (e.g., Kassa, et al., 2024 ; Ntaila & Mbaraka, 2023 ) exploring this phenomenon in low-resource countries such as Zambia, where multimedia technologies could be in limited use. In Zambia, the general performance in the final examinations among grade 12 biology candidates is poor and has kept declining over the years (ECZ, Biology Chief Examiner's Report, 2014; 2019; ECZ, School Certificate Examination Performance Report, 2021; 2023). It has been observed that the classification of plants and animals consistently contributes to this poor performance. It is expected that the flipped classroom strategy can help enhance academic achievement of grade 12 learners in classification of plants and animals. The aim of this paper is to explore the suitability of the Flipped Classroom strategy in teaching classification of plants and animals to grade 12 learners. To the best of our knowledge, the paper is the first to explore this phenomenon in the context of low resource countries such as Zambia. Materials and Methods Research design This study employed a pre-experimental design to investigate the suitability of the flipped classroom strategy in teaching classification of plants and animals. A pretest was given to a single group, followed by an intervention then posttest (Creswell and Creswell, 2023) and qualitative data was then collected using focus group discussions. The pretest assessed the learners’ prior knowledge while the posttest evaluated the efficacy of the intervention. Only qualitative findings from focus group discussions will be reported in this paper. Pre-experimental designs pose threats to internal and external validity. Without a comparison group, it is not logical to attribute changes to the intervention because other factors may be responsible for the changes. Participants The study used a purposively chosen intact class of learners (N=29) who were taught using the flipped classroom strategy. The school had three classes and the decision to arrive at that class was made considering a class in which both the teacher to implement the intervention and the identified research assistant to conduct focus group discussions teach. Intervention Pre-class activities: learners watched prerecorded PowerPoint multimedia lectures on classification of plants and animals outside of class. In-class activities: learners participated in class exercises followed by class discussions to reinforce their understanding. Data collection Prior to the study, the researcher sought ethical clearance from the University of Zambia’s Humanities and Social Sciences Research Ethics Committee. The researcher further sought written permission from the school and signed consent from each participant. The average age range of the participants was 17 to 18 years. It was presumed that at this stage the participants had capacity to make informed choices. However, seeking permission from the school administration substituted the need to seek consent from parents or guardians of individual participants. The identities of the school and participants are kept anonymous. Two focus group interviews with six participants were conducted using the focus group discussion guide developed by the researcher and validated by the researchers’ 2 supervisors. Krueger and Casey (2015) recommend planning to conduct 3 to 4 discussions. However, we followed the saturation principle, where after the second discussion, it was discovered that participants were revolving around the same central themes. Therefore, there was no need for more discussions. Table 1 below shows the distribution of participants for each focus group. [INSERT TABLE 1 HERE] Data Analysis Video records of focus group discussions were transcribed and sent back to the participants through the research assistant who conducted the discussions to confirm if the transcripts were a true reflection of what they said. The transcripts were then subjected to thematic analysis, a method of identifying, analysing, and interpreting patterns of meaning (themes) within qualitative data (Braun and Clarke, 2017). This study gave rise to 18 codes. The codes were grouped into 11 categories. The categories were then merged to form themes. A total of 6 themes emerged from the data. Table 2 below shows the codes, categories and themes that emerged from the data. [INSERT TABLE 2 HERE] Results The themes were a blend of positive and negative expressions in favor and against the flipped classroom strategy. Four out of the six themes favored the flipped classroom strategy. Similarly, the majority of learners lauded the strategy though with suggestions for improvement as shall be seen from the verbatim in due course. However, a few pointed to challenges or the inadequacies in the design of the intervention. Positive Experiences Several participants described the flipped classroom strategy as a desirable approach to learning classification of plants and animals. The learners perceived flipped classroom learning as a learner driven process, consistent with the definitions of the strategy by many authors (Anjomshoaa, et al., 2022; Binoy, 2024; Bintz, et al., 2024). They defined it as a strategy in which they research on their own (participant E12), learn without teacher supervision (participant E16) and learn through videos (participant E19). Like many other learner-centered teaching approaches, learners found the flipped classroom strategy as engaging and the key word that emerged from their comments was that the approach was ‘interesting’. The learners found the strategy to be interesting and captivating. The following are some of the sentiments shared by the learners. E14: Quite interesting because we get to interact with our friends and we get to learn and research about something outside the environment” E16: It was interesting on this… we were told to go and collect different groups of animals and we classified… E24: I think it was quite interesting because we were able to write down some notes and it helped us figure out what the person in the video was speaking about. Key among the reasons that the learners found the flipped classroom strategy interesting is that they were able to interact with their friends. The learners also found the strategy interesting because it gave them an opportunity to learn in the natural environment. It was also interesting to note that despite reported inadequacies in the design of the video lecture component of multimedia used in this study, a learner still found an aspect that complemented the said inadequacy, namely lesson notes. Another learner went further to emphasize why the flipped classroom strategy was particularly important to her as far as learning classification of plants and animals is concerned. In her submission, she had the following to say, E22: To be honest, animal and plant classification is a very boring topic but getting to watch and discussing with my friends made me to like it more The learner found classification of plants and animals to be boring. However, multimedia and discussions enhanced her interest in the topic. This confirms what other learners previously said that multimedia and group discussions made the lessons interesting. Overall, learners found the flipped classroom strategy satisfying. The learners demonstrated their satisfaction by describing their participation in the study as a good experience. Learners who found the flipped classroom strategy satisfying were captivated by the use of the sense of sight during the lesson (for instance, participants E1, E19 and E22). Learning as a boring experience On the other hand, one learner found the flipped classroom strategy to be a non-active learning approach. The learner said the strategy was not appropriate for teaching classification of plants and animals. She cited poor quality of some pictures, and the lack of clear explanations and the opportunity to ask questions to the teacher for clarity. The following was her submission. E16: I feel the flipped classroom arrangement is inappropriate because just watching the video us learners are not self-motivated, you find that we will be dosing off you are not interested in the video because we can’t see clearly are we are not getting what the person is saying This learner brought to light the need to prepare good quality multimedia teaching aids. Key among the aspects to consider is ensuring that the pictures used are clear. This learner’s submission also suggests that video explanations must be reasonably clear. However, she also raises the need for the teacher to play a role in clarifying what may remain unclear from the multimedia lesson. However, another learner objected to this assertion. The learner described the flipped classroom strategy as being superior to the non-flipped classroom strategy, considering the active involvement of learners in the learning process. She said, E1: I feel like when the teacher is always in class that is spoon feeding information but when they are researching on their own they are expanding their knowledge and understand more This learner’s submission suggests that learners must not rely on teachers. Rather, they must be autonomous in their pursuit of knowledge and understanding. It is such learners whom the teacher must identify and ensure each group has a learner with these characteristics so as to provide the necessary scaffolding during group discussions. The Flipped Classroom Strategy as an Interactive Process Additionally, several learners found the flipped classroom strategy to be an active learning approach. These learners commended both the multimedia and discussion components of the strategy. For instance, participant E17 admitted to having understood only after class discussions. Participant E4 had a similar view and participant E1 added that class discussion gave her an opportunity to seek clarity where video lectures were not clear. Clearly group discussions were not only interesting but they helped learners understand what they heard in the multimedia lecture. Learners that understood were able to explain to peers that had not understood. It is likely that some understood through the lecture and others went on to understand as they read the notes as earlier submitted by participant E24. Challenges Faced By Learners during the Flipped Classroom Strategy Learners that found the flipped classroom strategy boring shared the challenges they faced with the strategy. Among them, the participants indicated that poorly designed multimedia made some learners to hardly understand the multimedia content. It being the first phase of the two-phased strategy, it was obviously a hindrance to further learning for some participants. This was exacerbated by the lack of teacher involvement in terms of offering explanations to leaners in class. Participant E16 submitted that she could not understand the video lecture content and that some pictures in the test were not clear. Participants E4 and E2 added that the flipped classroom strategy was inappropriate because it offered no opportunity for learners to ask questions to their teacher. This reechoes the need for teacher active involvement in class. It clearly highlights the need for the teacher to supplement multimedia content by clarifying doubts in the minds of leaners. However, it is advised that this is done after learners are given an opportunity to learn from each other in groups so that the learning experience is more of the learners than the teacher. By so doing, it will ensure that learners are sure that what they got from friends during discussions is authentic knowledge. The following submission demonstrates that some participants were left wondering whether what they had learnt from friends was authentic or not, E14: Through group discussions, we didn’t get the real explanation because at some point our friends were technical in explaining some points and some of us were not ready to interact with our friends. The lack of active teacher involvement in the teaching strategy further made a few learners to develop negative attitude and emotions towards the approach. For example, E11 shared that she felt bad because she had no opportunity to ask questions where she was not clear. E4 further described the teaching strategy as being not well coordinated for the same reason. Positive outcomes Despite the reservations expressed by learners regarding the flipped classroom strategy, the majority of learners reported that the strategy enhanced their academic achievement. For instance, participants E22 submitted that pictures made her make meaning of what was being taught leading to enhanced recall. Participant E24 said exercises and class discussions enhanced her learning outcomes by reinforcing what she learnt. Participant E1 further submitted that videos enhanced her ability to recall what she learnt. Clearly, both multimedia and group discussions contributed positively to the academic achievement of the learners. Class exercises, a form of practice, helped them engage actively with the content, thereby enhancing their understanding and probably retention and recall of the lesson content. Through class discussions, they could seek clarity from their more knowledgeable peers. Both pictures and videos were said to enhance understanding for the majority of learners. In this vein, learners recommended that the flipped classroom strategy be adopted for teaching of classification of plants and animals to grade 12 learners. Below are some of the verbatim statements. E22: I feel all the teachers should try to impose this type of learning so that they can cater for all types of learners first they watch videos then they teach so that everyone can get something because not everyone understands… E19: It (the flipped classroom strategy) should be imposed because not everyone will understand when the teacher teaches but others may understand through watching videos and through research From the submissions above, it is clear that the flipped classroom strategy caters for learners of different learning styles. However, some learners have unique learning dispositions such that regardless of the benefits of multimedia, teachers need to step in and bridge the gap between what the learners can grasp through multimedia and what they need to learn through teacher exposition. Negative experiences Contrary to the above submissions, a few learners submitted that the flipped classroom strategy affected their academic achievement adversely. For instance, E1 submitted that some pictures were not clear and the video explanations were too fast leading to a negative effect on academic performance in the test. A few more learners admitted to failing to understand the media content. These included participants E2 and E3. Additionally, some learners described the strategy as boring. This was attributed to the lack of active teacher involvement in clarifying video lecture content. Secondly, in a face to face lesson facilitated by a teacher, E17 suggested that there is more interaction allowing for an opportunity to get a variety of views from different individuals within the class. Clearly, multimedia content was poorly developed. Secondly, active teacher involvement, after class discussions is a must. This is to cater for learners with unique learning dispositions. Lastly, boredom and a failure to understand video lectures would result in negative effects on learning outcomes if not addressed. Strategies for better implementation of the Flipped Classroom Strategy Interestingly, some learners who had challenges understanding video explanations still showed confidence in the teaching strategy by suggesting strategies for better implementation of the teaching strategy. The following were their submissions. E24: I think it is important that our local teachers should be involved in creation of videos to help us understand better because like my other respondents have said it was difficult for us to understand whatever was being said because the accent was so different so it’s better if our local teachers are able to involve themselves in such activities E2: I think it should go together with the teacher explaining after watching the video for better understanding of the video Clearly, learners saw multimedia as a potential tool for effective learning classification of plants and animals. Therefore, they thought their local teachers should be used to record video explanations for the explanations to be clear. Secondly, teachers must not shun their responsibility to clarify what is not clear to the learners, especially that classification of plants and animals is an abstract topic. Discussion This study explored the suitability of the flipped classroom strategy using multimedia for teaching classification of plants and animals to grade 12 learners. Overall, the findings suggest that multimedia, class exercises and class discussions contribute positively to learner academic achievement. A quasi-experiment on multimedia instruction by Ntaila and Mbaraka ( 2023 ) found similar results. The results are further confirmed by studies by Mistry ( 2025 ), and Zainuddin and Attaran ( 2016 ). The study showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001) leading to a conclusion that the use of multimedia instructional packages helps learners understand abstract concepts in biology. Another study by Perta, Yulianti and Huang ( 2024 ), which employed flipped classroom teaching established significant gains in learning motivation with a sig. (2-tailed) of 0.000 < 0.05 and an N Gain of 0.764 (high), besides critical thinking with a sig. (2- tailed) of 0.047 < 0.05 and an N-Gain of 0.706 (high). This and previous studies both demonstrate the positive effect of multimedia within flipped classroom settings. This demonstrates the suitability of the flipped classroom strategy with multimedia for teaching classification of plants and animals. However, the findings further illuminate that the flipped classroom strategy can be perceived to have either positive or negative outcomes. This aligns with the findings of a study by Fisher, Laferriere and Rixon (2020), which established that flipped learning has both positive and negative attributes often experienced by the same student. This was despite the strategy enhancing learner engagement and overall learning outcomes. In this study, multimedia likely contributed to enhanced learning outcomes by providing an engaging, captivating and interesting experience as reported by learners. Findings suggest that pictures and videos appealed to learners. Similarly, Zahrah and Wajdi (2024) found that the use of flashcards significantly increased students' interest in learning Arabic vocabulary, leading to improved comprehension and retention. During the study, learners were given tasks to research on their own. One learner expressed their preference for this kind of approach submitting that it enhanced her knowledge and understanding. A learner researching on their own is a form of self-directed learning, which significantly correlates with learning satisfaction (Hua, et al , 2024). It is also a form of inquiry-based learning, which reportedly positively impacts leaners’ critical thinking skills, motivation, and academic performance (Sam, 2024 ). Therefore, learners should be allowed to research on their own when teaching them classification of plants and animals. Findings further suggest that multimedia enhances learner retention and recall of what they learnt. This corresponds with assertions by Zahrah and Wajdi (2024) that multimedia engages multiple sensory modalities, enhancing cognitive processing and also fostering a more inclusive and supportive learning environment. Similarly Akinoso ( 2020 ), found that multimedia positively influenced the academic performance of students in mathematics. Videos and pictures are particularly important in this enhancement. For instance, Taga (2024) found a significant difference in academic achievement between the experimental (taught using video lessons) and the control group. Findings also suggest that class discussions complemented multimedia. Discussions reportedly enhanced learner understanding. Similarly, Seitan, et al ( 2020 ) found that peer to peer and learner to teacher interaction is necessary for learning to be completely effective, ensuring that individual needs of learners are met. Another study by Foldnes ( 2016 ) found no significant difference between traditional lecture-based teaching and flipped classroom without cooperative learning but flipped classroom with cooperative learning resulted in a significant differences in pretest and posttest scores of the traditional compared to the flipped classroom. Furthermore, the social constructivism theory espoused by Vigotsky (1978), views learning as a process in which a learner is assisted by others who are more competent in the skills being learnt, and that learning is optimized by collaboration within the learner’s zone of proximal development. Lastly, findings suggest that learning classification of plants and animals, a topic perceived to be boring was live through class discussions. One learner reported that lesson notes complemented the perceived inadequacies in multimedia lectures. This demonstrated the need for teacher clarification at the beginning (Fuchs, 2021 ) but also underscores learner autonomy. This demonstrated learner autonomy in the pursuit of knowledge. It further confirmed findings of a study by Tanjung and Triastuti ( 2025 ) that the flipped classroom strategy improved learner autonomy by fostering engagement, self-regulation, and responsibility in managing their learning. These are latent benefits of the flipped classroom strategy which has been found to foster learning without the need for additional enrichment activities (Bintz, et al, 2024 ). Overall, the flipped classroom strategy was satisfying, leading to positive learning outcomes. This confirms the results of a study that established that learners taught mathematics utilizing flipped classroom approach had higher mathematics achievement and interest scores than their peers taught using the conventional approach (Egara and Mosimege, 2024 ). Similarly, Stella and Okoli ( 2024 ) established that collaborative learning significantly influences achievement scores and interest levels, with no notable gender differences. The overall positive learner perceptions further confirm the review of literature on students’ perceptions of flipped classrooms by Fuchs ( 2021 ). Both in-class and out of class activities contributed to the positive learning outcomes but learners also suggested hints for better implementation of the learning strategy. Despite the majority of learners lauding the flipped classroom strategy, a few learners reported negative learning outcomes. This was attributed to the learners’ failure to understand what was being explained in the out of class lecture. Coupled with the lack of an opportunity to interact with their teacher and seek clarity, the entire topic turned out difficult to understand. Ideally, learners learning by the flipped classroom strategy should have an opportunity to learn at their own pace, revisiting the videos whenever necessary (Bergmann and Sams, 2016 ). This flexibility reportedly improves academic performance (Binoy, 2024 ). However, the majority of learners can cope without this flexibility. On the other hand, a few learners whose learning style demands that the lesson narrative is delivered at a reasonable pace (Saputra & Dewi, 2024 ; Utkerovna, 2024) may find it hard to grasp the lesson content in the absence of the flexibility. Therefore, it was unexpected that learners would complain of being unable to understand video explanations as a result of the narration being too fast. The limitations of the environment not allowing for the said kind of flexibility was responsible for the weakness observed in the intervention by the learners. Additionally, research on flipped classrooms has continued to yield mixed results on the influence of multimedia in flipped classrooms on learner motivation. Whereas Perta, Yulianti and Huang ( 2024 ), established significant gains in learning motivation, Deng, Feng, Shen (2023) found that multimedia had no effect on student satisfaction with the pre-class videos or the video viewing duration. Similarly, the study by Zahrah and Wajdi (2024) observed varying levels of student motivation and differences in prior knowledge, calling for a need to consider the diverse learning styles and needs of learners. Our study also yielded mixed results with the majority of participants reporting having been motivated by multimedia and one learner reporting a lack of motivation to watch the multimedia lectures. Furthermore, a review of literature by Anjomoshoa et al (2022) also showed that learners lack motivation to watch pre-recorded video lectures. When teaching classification of plants and animals it is necessary to ensure that multimedia lectures are clear and appealing enough to all learners so that their motivation to watch is assured. Lastly, failure of some learners to grasp the topic’s content as a result of perceived issues with multimedia, suggests that diverse learning dispositions can still limit learning outcomes despite employing this innovative pedagogical tool. Notably also, learners who complained that multimedia lectures were not captivating equally reported that their performance had been affected negatively. By implication, these learners were not motivated to watch the multimedia lectures. A study by White et al ( 2017 ) established that student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis. This explains why learners who described multimedia lectures as non-captivating also reported negative effects on their performance. Moreover, a meta-analysis that examined the effectiveness of the flipped classroom on students’ learning achievement and learning motivation found a moderate effect size on both variables (Zheng, et al, 2020 ). This is evidence that well prepared video lectures have the potential to enhance learner motivation. Further, the findings suggest, teacher mediation or involvement is important for enhanced learning. For instance, one learner was skeptical about class discussions. This finding is significant as it highlights the need for teachers to use their expert knowledge to supplement the process of knowledge construction. Through further teacher explanations, the teacher would cater to the needs of diverse learning dispositions. This further ensures that the knowledge constructed represents universally accepted conceptual knowledge. In the constructivist model, knowledge is assumed to fit reality the way a key fits a lock (Bodner, 1986). Overall, it can be concluded that the use of multimedia, especially videos is suitable for teaching classification of plants and animals. Conclusion The study explored the suitability of the flipped classroom teaching strategy in teaching classification of plants and animals to grade 12 biology learners. The majority of learners found the teaching strategy engaging and captivating. Overall, the findings suggest that the flipped classroom with use of multimedia followed by class discussions enhances learning outcomes. Specifically, the findings show that the strategy enhanced retention, recall, comprehension and overall academic performance. However, the findings also revealed that not all learners are likely to benefit from the flipped classroom strategy and use of multimedia. A few learners gave negative feedback and described the strategy as dull and non-engaging. They cited unclear video explanations as leading to lack of understanding. We found this to be confounding, in that we expect the flipped strategy to be perceived positively. This finding is a novel contribution in suggesting that the flipped classroom could not be relied upon in the absence of teacher clarification. But also, that teachers must use the flipped strategy with caution, and that despite its benefits, it may disadvantage some learners, given that learners may learn differently, and these differences must be taken into account and adjusted for. Thus, contrary to the literature that takes the flipped classroom strategy normatively and for granted (Anjomshoaa, Hashemi, Alsadaji, Mohammed, & Masoudi, 2022 ; Binoy, 2024 ; Bintz, Barenberg, & Dutke, 2024 ), the findings suggest an effective flipped classroom strategy requires the production of good quality multimedia and active teacher involvement during the in-class phase of the teaching strategy. The practical implications are two fold, that the flipped class room strategy and the use of multimedia can be used by teachers to enhance learning, Second, the teacher must take into account differences between the learner’s learning preferences and should only explain after evaluating feedback from group discussions. At the same time, given the challenge of resources in schools, especially access to multimedia technologies, there is need for policies that support the allocation and provision of multimedia technologies. The findings are limited in that they entirely based on self-reported data and are prone to response biases. Future research can address this and ensure objectivity through third-party observations or teacher perceptions. Furthermore, the sample was small and the findings cannot be generalized to a wider population. Therefore, there is suggesting a need for future research to involve larger samples. Lastly, the assessment was formative, and, therefore, could not ascertain the contribution of the flipped classroom strategy to the actual performance of learners. Future research could conduct a longitudinal study, and consider performance in summative assessments. Declarations Consent forms were part of the protocol that was submitted for ethical clearance, which the ethics committee approved as ethical, essentially wavering the need for the parents/guardians to permit their children to participate in the study. However, the learners were still mandated to consent in writing to participate in the study and verbally to participate in the focus group discussions. Acknowledgements My sincere gratitude goes to Dr. Jonathan Muringani, postdoctoral candidate at Oslo University Norway for his selfless mentorship. His guidance has made the work of my Phd supervisor significantly light. 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International Education Studies, 13 (2), 1-10. Stella, A. O., & Okoli, J. N. (2024). EFFECT OF COLLABORATIVE LEARNING STYLE ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BIOLOGY IN ORUMBA SOUTH LOCAL GOVERNMENT AREA. UNIZIK Journal of STM Education, 7 (1), 112-123. Taga, J. R. (2024, September). Compairing the effects of video lessons and conventional classroom teaching on the academic achievement of grade 12 learners. International Journal of Academic Multidisciplinary Research (IJAMR), 8 (9), 144-150. Tanjung, P., & Triastuti, A. (2025). Implementing the Flipped Classroom Model to Foster EFL Students' Learning Autonomy. Formosa Journal of Sustainable Research, 4 (3), 495-508. Umanah, F. I., & Babayemi, J. O. (2024). PEER-LED AND TEACHER-LED GUIDED INQUIRY TEACHING APPROACHES ON STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY. UNIZIK Journal of STM Education , 7 (1), 146-156. White, P. J., Naidu, S., Yuriev, E., Short, J. L., McLaughlin, J. E., & Larson, I. C. (2017, November). Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type. American Journal of Pharmaceutical Education, 81 (9), 10-23. Wu, Y.-T., Chai, C.-S., & Wang, L.-J. (2022). Exploring secondary school teachers' TPACK for video-based flipped learning: The role of pedagogical beliefs. Education and Information Technologies, 27 (6), 8793-8819. YildizYüksel, N., & Külekçi, G. (2024, 12 20). Delving into the Turkish 9th Grade EFL Students in a Flipped Classroom Context: Analysing Perceptions and Experiences. Teaching English with Technology, 10 (2), 231-258. Zainuddin, Z. & Attaran, M. (2016). Malaysian students' perceptions of flipped classrooms: a case study. Innovations in Education and Teaching International, 53(6). 660-670. Zheng, I., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students' Learning Achievement and Learning Motivation: A Meta-Analysis. Educational Technology and Society, 23 (1), 1-15. Tables Table I Composition of participants Per Focus Group Focus Group 1 Focus Group 2 E12 E1 E14 E2 E16 E3 E17 E4 E22 E11 E24 E19 Author’s own work Table II Grouping of Codes into Categories and Themes Codes Categories Themes Learner driven learning Learning Approach Positive Experiences Quite interesting Engaging Captivating Good experience Satisfying Felt quite good Spoon feeding Breeding laziness Boring Not captivating Non engaging Boring Peer learning Active engagement Interactive Unclear Barriers to learning Challenging Unable to understand video explanations Skeptical Attitudinal response Enhanced Retention Effective learning strategies Positive outcomes Facilitated Recall Enhanced comprehension Individual learner needs met Learner centered approach Bad experience Unpleasant or distressing Negative experiences Felt bad Author’s own work Additional Declarations The authors declare no competing interests. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6683687","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":457828561,"identity":"d44830e4-955f-4825-ada2-7d893138fd7a","order_by":0,"name":"Oscar Sibongo Mwazi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzElEQVRIiWNgGAWjYFACxjYwxQ8iEgpI0SLZANJiQJw1bGDS4ACYJEI9P//htgcfd9TKGZ9fnfjhgQGDPL/YAfxaJGckthvOPHPc2OzG280SQIcZzpydgF+LwQ3GNmnetmOJ226c3QDSkmBwm5CW8wchWjbPOLv5B3FaDiSCtNQkbuDv3UacLRC/tB0wlrjBu80iwUCCsF/4+Y8/e/CxrU6Ov//s5ps/Kmzk+aUJaIGCwwwMEmCVEkQpB4E6oH0HiFY9CkbBKBgFIwwAADvrRu6/bgYXAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0001-6207-4476","institution":"University of Zambia School of Education","correspondingAuthor":true,"prefix":"","firstName":"Oscar","middleName":"Sibongo","lastName":"Mwazi","suffix":""},{"id":457828562,"identity":"76dce4e0-c3b8-4678-a785-6dbdaf1748a2","order_by":1,"name":"Christopher Haambokoma","email":"","orcid":"","institution":"University of Zambia","correspondingAuthor":false,"prefix":"","firstName":"Christopher","middleName":"","lastName":"Haambokoma","suffix":""},{"id":457828563,"identity":"edb627e1-0ae3-4f77-a1a6-2e0a5d3e8fb5","order_by":2,"name":"Kabunga Nachiyunde","email":"","orcid":"","institution":"University of Zambia","correspondingAuthor":false,"prefix":"","firstName":"Kabunga","middleName":"","lastName":"Nachiyunde","suffix":""}],"badges":[],"createdAt":"2025-05-16 22:57:06","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6683687/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6683687/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":83585169,"identity":"ac2a35a2-fe6c-4ccd-bbe7-26aa391f8b49","added_by":"auto","created_at":"2025-05-29 03:33:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":667305,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6683687/v1/a11772ab-200f-45b0-ab2c-5bc190372e8d.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eSuitability of the flipped classroom strategy for teaching classification of plants and animals to grade 12 learners\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eActive and interactive learning are essential for enhancing academic achievement in classification of plants and animals. One approach to facilitate such is the use of Multimedia instruction in flipped classroom settings. The approach has shown significant positive effects on academic achievement in biology (Kassa, et al, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Although traditional non-flipped classroom teaching approaches have yielded positive results over the years, they quite often fail to meet the diverse learning needs and motivation levels of learners (Malacapay, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Therefore, in recent times, multimedia instruction in flipped classroom settings has become handy as teachers consistently seek innovative pedagogical tools to enhance teaching efficacy and learner motivation.\u003c/p\u003e \u003cp\u003eMultimedia are audio-visual aids and flipped classroom teaching fosters peer interaction. The role of multimedia and flipped classroom teaching in enhancing memory and recall is supported by constructivism (Rasul \u003cem\u003eet al.\u003c/em\u003e, 2023; Vygotsky, 1978) and the cognitive theory of multimedia learning (Mayer, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Well-developed multimedia captures the attention of learners (Ntaila and Mbaraka, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Similarly, peer interactions enhance academic outcomes by allowing communication in the language familiar to learners sometimes native languages (Matiso, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Secondly, more knowledgeeable peers provide the scaffolding necessary for navigating what Vygotsky (1978) called the zone of proximal development (ZPD). The Cognitive Theory of Multimedia Learning (Mayer, 2017), posits that individuals learn more effectively from words and pictures than from words alone. This theory underscores the potential of multimedia to facilitate deeper cognitive processing by engaging multiple sensory modalities (Mayer and Moreno, 2020).\u003c/p\u003e \u003cp\u003eWith reference to classification of plants and animals, learners tend to use different factors to distinguish organisms from the way the scientific community does it (Chyle\u0026ntilde;ska and Rybska, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Learners also struggle to identify species using classification keys (Maskour, et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Addressing these challenges requires strategies that encourage deep learning (Getachew, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Recent studies have demonstrated the efficacy of the flipped classroom strategy and multimedia instruction in various educational settings. For instance, research by Nsabayezu et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) showed significant learning gain in organic chemistry. Similarly, a study by Daeli (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) on perceptions of the flipped classroom model in EFL revealed that the flipped classroom strategy fosters learner preparedness, teacher engagement, and listening comprehension by integrating pre-class multimedia sources and interactive in-class activities.\u003c/p\u003e \u003cp\u003eHowever, there are very few studies (e.g., Est\u0026eacute;vez-M\u0026eacute;ndez, et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Gariou-Papalexiou, et al., 2017; Ristanto, Kristiani, \u0026amp; Lisanti, 2022; Wu, Chai, \u0026amp; Wang, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) on the flipped classroom strategy using multimedia focusing on biology in secondary schools. While these studies suggest enhanced learning outcomes, none of them has examined the efficacy of multimedia on academic achievement in classification of plants and animals. Furthermore, there is scanty research (e.g., Kassa, et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ntaila \u0026amp; Mbaraka, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) exploring this phenomenon in low-resource countries such as Zambia, where multimedia technologies could be in limited use.\u003c/p\u003e \u003cp\u003eIn Zambia, the general performance in the final examinations among grade 12 biology candidates is poor and has kept declining over the years (ECZ, Biology Chief Examiner's Report, 2014; 2019; ECZ, School Certificate Examination Performance Report, 2021; 2023). It has been observed that the classification of plants and animals consistently contributes to this poor performance. It is expected that the flipped classroom strategy can help enhance academic achievement of grade 12 learners in classification of plants and animals. The aim of this paper is to explore the suitability of the Flipped Classroom strategy in teaching classification of plants and animals to grade 12 learners. To the best of our knowledge, the paper is the first to explore this phenomenon in the context of low resource countries such as Zambia.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003ch2\u003e\u003cem\u003eResearch design\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eThis study employed a pre-experimental design to investigate the suitability of the flipped classroom strategy in teaching classification of plants and animals. A pretest was given to a single group, followed by an intervention then posttest (Creswell and Creswell, 2023) and qualitative data was then collected using focus group discussions. The pretest assessed the learners\u0026rsquo; prior knowledge while the posttest evaluated the efficacy of the intervention. Only qualitative findings from focus group discussions will be reported in this paper. Pre-experimental designs pose threats to internal and external validity. Without a comparison group, it is not logical to attribute changes to the intervention because other factors may be responsible for the changes.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eParticipants\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eThe study used a purposively chosen intact class of learners (N=29) who were taught using the flipped classroom strategy. The school had three classes and the decision to arrive at that class was made considering a class in which both the teacher to implement the intervention and the identified research assistant to conduct focus group discussions teach.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eIntervention\u003c/em\u003e\u003c/h2\u003e\n\u003col\u003e\n \u003cli\u003ePre-class activities: learners watched prerecorded PowerPoint multimedia lectures on classification of plants and animals outside of class.\u003c/li\u003e\n \u003cli\u003eIn-class activities: learners participated in class exercises followed by class discussions to reinforce their understanding. \u0026nbsp;\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003ch2\u003e\u003cem\u003eData collection\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003ePrior to the study, the researcher sought ethical clearance from the University of Zambia\u0026rsquo;s Humanities and Social Sciences Research Ethics Committee. The researcher further sought written permission from the school and signed consent from each participant. The average age range of the participants was 17 to 18 years. It was presumed that at this stage the participants had capacity to make informed choices. However, seeking permission from the school administration substituted the need to seek consent from parents or guardians of individual participants. The identities of the school and participants are kept anonymous. Two focus group interviews with six participants were conducted using the focus group discussion guide developed by the researcher and validated by the researchers\u0026rsquo; 2 supervisors. Krueger and Casey (2015) recommend planning to conduct 3 to 4 discussions. \u0026nbsp;However, we followed the saturation principle, where after the second discussion, it was discovered that participants were revolving around the same central themes. Therefore, there was no need for more discussions. Table 1 below shows the distribution of participants for each focus group.\u003c/p\u003e\n\u003cp\u003e[INSERT TABLE 1 HERE]\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eData Analysis\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eVideo records of focus group discussions were transcribed and sent back to the participants through the research assistant who conducted the discussions to confirm if the transcripts were a true reflection of what they said. The transcripts were then subjected to thematic analysis, a method of identifying, analysing, and interpreting patterns of meaning (themes) within qualitative data (Braun and Clarke, 2017).\u003c/p\u003e\n\u003cp\u003eThis study gave rise to 18 codes. The codes were grouped into 11 categories. The categories were then merged to form themes. A total of 6 themes emerged from the data. Table 2 below shows the codes, categories and themes that emerged from the data. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e[INSERT TABLE 2 HERE]\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe themes were a blend of positive and negative expressions in favor and against the flipped classroom strategy. Four out of the six themes favored the flipped classroom strategy. Similarly, the majority of learners lauded the strategy though with suggestions for improvement as shall be seen from the verbatim in due course. However, a few pointed to challenges or the inadequacies in the design of the intervention. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003ePositive Experiences\u0026nbsp;\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eSeveral participants described the flipped classroom strategy as a desirable approach to learning classification of plants and animals. The learners perceived flipped classroom learning as a learner driven process, consistent with the definitions of the strategy by many authors (Anjomshoaa, \u003cem\u003eet al.,\u0026nbsp;\u003c/em\u003e2022; Binoy, 2024; Bintz, \u003cem\u003eet al.,\u0026nbsp;\u003c/em\u003e2024). They defined it as a strategy in which they research on their own (participant E12), learn without teacher supervision (participant E16) and learn through videos (participant E19).\u003c/p\u003e\n\u003cp\u003eLike many other learner-centered teaching approaches, learners found the flipped classroom strategy as engaging and the key word that emerged from their comments was that the approach was \u0026lsquo;interesting\u0026rsquo;. The learners found the strategy to be interesting and captivating. The following are some of the sentiments shared by the learners.\u003c/p\u003e\n\u003cp\u003eE14: \u003cem\u003eQuite interesting because we get to interact with our friends and we get to learn and research about something outside the environment\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;E16: \u003cem\u003eIt was interesting on this\u0026hellip; we were told to go and collect different groups of animals and we classified\u0026hellip;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eE24:\u003cem\u003e\u0026nbsp;I think it was quite interesting because we were able to write down some notes and it helped us figure out what the person in the video was speaking about.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eKey among the reasons that the learners found the flipped classroom strategy interesting is that they were able to interact with their friends. The learners also found the strategy interesting because it gave them an opportunity to learn in the natural environment. It was also interesting to note that despite reported inadequacies in the design of the video lecture component of multimedia used in this study, a learner still found an aspect that complemented the said inadequacy, namely lesson notes.\u003c/p\u003e\n\u003cp\u003eAnother learner went further to emphasize why the flipped classroom strategy was particularly important to her as far as learning classification of plants and animals is concerned.\u003cem\u003e\u0026nbsp;\u003c/em\u003eIn her submission, she had the following to say,\u003c/p\u003e\n\u003cp\u003eE22: \u003cem\u003eTo be honest, animal and plant classification is a very boring topic but getting to watch and discussing with my friends made me to like it more\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe learner found classification of plants and animals to be boring. However, multimedia and discussions enhanced her interest in the topic. This confirms what other learners previously said that multimedia and group discussions made the lessons interesting.\u003c/p\u003e\n\u003cp\u003eOverall, learners found the flipped classroom strategy satisfying. The learners demonstrated their satisfaction by describing their participation in the study as a good experience. Learners who found the flipped classroom strategy satisfying were captivated by the use of the sense of sight during the lesson (for instance, participants E1, E19 and E22).\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eLearning as a boring experience\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eOn the other hand, one learner found the flipped classroom strategy to be a non-active learning approach. The learner said the strategy was not appropriate for teaching classification of plants and animals. She cited poor quality of some pictures, and the lack of clear explanations and the opportunity to ask questions to the teacher for clarity. The following was her submission.\u003c/p\u003e\n\u003cp\u003eE16: \u003cem\u003eI feel the flipped classroom arrangement is inappropriate because just watching the video us learners are not self-motivated, you find that we will be dosing off you are not interested in the video because we can\u0026rsquo;t see clearly are we are not getting what the person is saying\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis learner brought to light the need to prepare good quality multimedia teaching aids. Key among the aspects to consider is ensuring that the pictures used are clear. This learner\u0026rsquo;s submission also suggests that video explanations must be reasonably clear. However, she also raises the need for the teacher to play a role in clarifying what may remain unclear from the multimedia lesson.\u003c/p\u003e\n\u003cp\u003eHowever, another learner objected to this assertion. The learner described the flipped classroom strategy as being superior to the non-flipped classroom strategy, considering the active involvement of learners in the learning process. She said,\u003c/p\u003e\n\u003cp\u003eE1: \u003cem\u003eI feel like when the teacher is always in class that is spoon feeding information but when they are researching on their own they are expanding their knowledge and understand more\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis learner\u0026rsquo;s submission suggests that learners must not rely on teachers. Rather, they must be autonomous in their pursuit of knowledge and understanding. It is such learners whom the teacher must identify and ensure each group has a learner with these characteristics so as to provide the necessary scaffolding during group discussions.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eThe Flipped Classroom Strategy as an Interactive Process\u0026nbsp;\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eAdditionally, several learners found the flipped classroom strategy to be an active learning approach. These learners commended both the multimedia and discussion components of the strategy. For instance, participant E17 admitted to having understood only after class discussions. Participant E4 had a similar view and participant E1 added that class discussion gave her an opportunity to seek clarity where video lectures were not clear. Clearly group discussions were not only interesting but they helped learners understand what they heard in the multimedia lecture. Learners that understood were able to explain to peers that had not understood. It is likely that some understood through the lecture and others went on to understand as they read the notes as earlier submitted by participant E24.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eChallenges Faced By Learners during the Flipped Classroom Strategy\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eLearners that found the flipped classroom strategy boring shared the challenges they faced with the strategy. Among them, the participants indicated that poorly designed multimedia made some learners to hardly understand the multimedia content. It being the first phase of the two-phased strategy, it was obviously a hindrance to further learning for some participants. This was exacerbated by the lack of teacher involvement in terms of offering explanations to leaners in class. Participant E16 submitted that she could not understand the video lecture content and that some pictures in the test were not clear. Participants E4 and E2 added that the flipped classroom strategy was inappropriate because it offered no opportunity for learners to ask questions to their teacher.\u003c/p\u003e\n\u003cp\u003eThis reechoes the need for teacher active involvement in class. It clearly highlights the need for the teacher to supplement multimedia content by clarifying doubts in the minds of leaners. However, it is advised that this is done after learners are given an opportunity to learn from each other in groups so that the learning experience is more of the learners than the teacher. By so doing, it will ensure that learners are sure that what they got from friends during discussions is authentic knowledge. The following submission demonstrates that some participants were left wondering whether what they had learnt from friends was authentic or not,\u003c/p\u003e\n\u003cp\u003eE14:\u003cem\u003e\u0026nbsp;Through group discussions, we didn\u0026rsquo;t get the real explanation because at some point our friends were technical in explaining some points and some of us were not ready to interact with our friends.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe lack of active teacher involvement in the teaching strategy further made a few learners to develop negative attitude and emotions towards the approach. For example, E11 shared that she felt bad because she had no opportunity to ask questions where she was not clear. E4 further described the teaching strategy as being not well coordinated for the same reason.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003ePositive outcomes\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eDespite the reservations expressed by learners regarding the flipped classroom strategy, the majority of learners reported that the strategy enhanced their academic achievement. For instance, participants E22 submitted that pictures made her make meaning of what was being taught leading to enhanced recall. Participant E24 said exercises and class discussions enhanced her learning outcomes by reinforcing what she learnt. Participant E1 further submitted that videos enhanced her ability to recall what she learnt.\u003c/p\u003e\n\u003cp\u003eClearly, both multimedia and group discussions contributed positively to the academic achievement of the learners. Class exercises, a form of practice, helped them engage actively with the content, thereby enhancing their understanding and probably retention and recall of the lesson content. Through class discussions, they could seek clarity from their more knowledgeable peers. Both pictures and videos were said to enhance understanding for the majority of learners.\u003c/p\u003e\n\u003cp\u003eIn this vein, learners recommended that the flipped classroom strategy be adopted for teaching of classification of plants and animals to grade 12 learners. Below are some of the verbatim statements.\u003c/p\u003e\n\u003cp\u003eE22: \u003cem\u003eI feel all the teachers should try to impose this type of learning so that they can cater for all types of learners first they watch videos then they teach so that everyone can get something because not everyone understands\u0026hellip;\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eE19: \u003cem\u003eIt (the flipped classroom strategy) should be imposed because\u003c/em\u003e \u003cem\u003enot everyone will understand when the teacher teaches but others may understand through watching videos and through research\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFrom the submissions above, it is clear that the flipped classroom strategy caters for learners of different learning styles. However, some learners have unique learning dispositions such that regardless of the benefits of multimedia, teachers need to step in and bridge the gap between what the learners can grasp through multimedia and what they need to learn through teacher exposition.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eNegative experiences\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eContrary to the above submissions, a few learners submitted that the flipped classroom strategy affected their academic achievement adversely. For instance, E1 submitted that some pictures were not clear and the video explanations were too fast leading to a negative effect on academic performance in the test. A few more learners admitted to failing to understand the media content. These included participants E2 and E3.\u003c/p\u003e\n\u003cp\u003eAdditionally, some learners described the strategy as boring. This was attributed to the lack of active teacher involvement in clarifying video lecture content. Secondly, in a face to face lesson facilitated by a teacher, E17 suggested that there is more interaction allowing for an opportunity to get a variety of views from different individuals within the class.\u003c/p\u003e\n\u003cp\u003eClearly, multimedia content was poorly developed. Secondly, active teacher involvement, after class discussions is a must. This is to cater for learners with unique learning dispositions. Lastly, boredom and a failure to understand video lectures would result in negative effects on learning outcomes if not addressed.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eStrategies for better implementation of the Flipped Classroom Strategy\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eInterestingly, some learners who had challenges understanding video explanations still showed confidence in the teaching strategy by suggesting strategies for better implementation of the teaching strategy. The following were their submissions.\u003c/p\u003e\n\u003cp\u003eE24: \u003cem\u003eI think it is important that our local teachers should be involved in creation of videos to help us understand better because like my other respondents have said it was difficult for us to understand whatever was being said because the accent was so different so it\u0026rsquo;s better if our local teachers are able to involve themselves in such activities\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eE2: \u003cem\u003eI think it should go together with the teacher explaining after watching the video for better understanding of the video\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eClearly, learners saw multimedia as a potential tool for effective learning classification of plants and animals. Therefore, they thought their local teachers should be used to record video explanations for the explanations to be clear. Secondly, teachers must not shun their responsibility to clarify what is not clear to the learners, especially that classification of plants and animals is an abstract topic.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study explored the suitability of the flipped classroom strategy using multimedia for teaching classification of plants and animals to grade 12 learners. Overall, the findings suggest that multimedia, class exercises and class discussions contribute positively to learner academic achievement. A quasi-experiment on multimedia instruction by Ntaila and Mbaraka (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found similar results. The results are further confirmed by studies by Mistry (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), and Zainuddin and Attaran (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The study showed that multimedia instruction packages had a significant impact on student performance (F (2, 188)\u0026thinsp;=\u0026thinsp;126.557, p\u0026thinsp;\u0026lt;\u0026thinsp;.001) leading to a conclusion that the use of multimedia instructional packages helps learners understand abstract concepts in biology. Another study by Perta, Yulianti and Huang (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), which employed flipped classroom teaching established significant gains in learning motivation with a sig. (2-tailed) of 0.000\u0026thinsp;\u0026lt;\u0026thinsp;0.05 and an N Gain of 0.764 (high), besides critical thinking with a sig. (2- tailed) of 0.047\u0026thinsp;\u0026lt;\u0026thinsp;0.05 and an N-Gain of 0.706 (high). This and previous studies both demonstrate the positive effect of multimedia within flipped classroom settings. This demonstrates the suitability of the flipped classroom strategy with multimedia for teaching classification of plants and animals.\u003c/p\u003e \u003cp\u003eHowever, the findings further illuminate that the flipped classroom strategy can be perceived to have either positive or negative outcomes. This aligns with the findings of a study by Fisher, Laferriere and Rixon (2020), which established that flipped learning has both positive and negative attributes often experienced by the same student. This was despite the strategy enhancing learner engagement and overall learning outcomes.\u003c/p\u003e \u003cp\u003eIn this study, multimedia likely contributed to enhanced learning outcomes by providing an engaging, captivating and interesting experience as reported by learners. Findings suggest that pictures and videos appealed to learners. Similarly, Zahrah and Wajdi (2024) found that the use of flashcards significantly increased students' interest in learning Arabic vocabulary, leading to improved comprehension and retention.\u003c/p\u003e \u003cp\u003eDuring the study, learners were given tasks to research on their own. One learner expressed their preference for this kind of approach submitting that it enhanced her knowledge and understanding. A learner researching on their own is a form of self-directed learning, which significantly correlates with learning satisfaction (Hua, \u003cem\u003eet al\u003c/em\u003e, 2024). It is also a form of inquiry-based learning, which reportedly positively impacts leaners\u0026rsquo; critical thinking skills, motivation, and academic performance (Sam, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Therefore, learners should be allowed to research on their own when teaching them classification of plants and animals.\u003c/p\u003e \u003cp\u003eFindings further suggest that multimedia enhances learner retention and recall of what they learnt. This corresponds with assertions by Zahrah and Wajdi (2024) that multimedia engages multiple sensory modalities, enhancing cognitive processing and also fostering a more inclusive and supportive learning environment. Similarly Akinoso (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), found that multimedia positively influenced the academic performance of students in mathematics. Videos and pictures are particularly important in this enhancement. For instance, Taga (2024) found a significant difference in academic achievement between the experimental (taught using video lessons) and the control group.\u003c/p\u003e \u003cp\u003eFindings also suggest that class discussions complemented multimedia. Discussions reportedly enhanced learner understanding. Similarly, Seitan, et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) found that peer to peer and learner to teacher interaction is necessary for learning to be completely effective, ensuring that individual needs of learners are met. Another study by Foldnes (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) found no significant difference between traditional lecture-based teaching and flipped classroom without cooperative learning but flipped classroom with cooperative learning resulted in a significant differences in pretest and posttest scores of the traditional compared to the flipped classroom. Furthermore, the social constructivism theory espoused by Vigotsky (1978), views learning as a process in which a learner is assisted by others who are more competent in the skills being learnt, and that learning is optimized by collaboration within the learner\u0026rsquo;s zone of proximal development. Lastly, findings suggest that learning classification of plants and animals, a topic perceived to be boring was live through class discussions.\u003c/p\u003e \u003cp\u003eOne learner reported that lesson notes complemented the perceived inadequacies in multimedia lectures. This demonstrated the need for teacher clarification at the beginning (Fuchs, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) but also underscores learner autonomy. This demonstrated learner autonomy in the pursuit of knowledge. It further confirmed findings of a study by Tanjung and Triastuti (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) that the flipped classroom strategy improved learner autonomy by fostering engagement, self-regulation, and responsibility in managing their learning. These are latent benefits of the flipped classroom strategy which has been found to foster learning without the need for additional enrichment activities (Bintz, et al, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOverall, the flipped classroom strategy was satisfying, leading to positive learning outcomes. This confirms the results of a study that established that learners taught mathematics utilizing flipped classroom approach had higher mathematics achievement and interest scores than their peers taught using the conventional approach (Egara and Mosimege, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Similarly, Stella and Okoli (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) established that collaborative learning significantly influences achievement scores and interest levels, with no notable gender differences. The overall positive learner perceptions further confirm the review of literature on students\u0026rsquo; perceptions of flipped classrooms by Fuchs (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Both in-class and out of class activities contributed to the positive learning outcomes but learners also suggested hints for better implementation of the learning strategy.\u003c/p\u003e \u003cp\u003eDespite the majority of learners lauding the flipped classroom strategy, a few learners reported negative learning outcomes. This was attributed to the learners\u0026rsquo; failure to understand what was being explained in the out of class lecture. Coupled with the lack of an opportunity to interact with their teacher and seek clarity, the entire topic turned out difficult to understand. Ideally, learners learning by the flipped classroom strategy should have an opportunity to learn at their own pace, revisiting the videos whenever necessary (Bergmann and Sams, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). This flexibility reportedly improves academic performance (Binoy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, the majority of learners can cope without this flexibility. On the other hand, a few learners whose learning style demands that the lesson narrative is delivered at a reasonable pace (Saputra \u0026amp; Dewi, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Utkerovna, 2024) may find it hard to grasp the lesson content in the absence of the flexibility. Therefore, it was unexpected that learners would complain of being unable to understand video explanations as a result of the narration being too fast. The limitations of the environment not allowing for the said kind of flexibility was responsible for the weakness observed in the intervention by the learners.\u003c/p\u003e \u003cp\u003eAdditionally, research on flipped classrooms has continued to yield mixed results on the influence of multimedia in flipped classrooms on learner motivation. Whereas Perta, Yulianti and Huang (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), established significant gains in learning motivation, Deng, Feng, Shen (2023) found that multimedia had no effect on student satisfaction with the pre-class videos or the video viewing duration. Similarly, the study by Zahrah and Wajdi (2024) observed varying levels of student motivation and differences in prior knowledge, calling for a need to consider the diverse learning styles and needs of learners. Our study also yielded mixed results with the majority of participants reporting having been motivated by multimedia and one learner reporting a lack of motivation to watch the multimedia lectures. Furthermore, a review of literature by Anjomoshoa \u003cem\u003eet al\u003c/em\u003e (2022) also showed that learners lack motivation to watch pre-recorded video lectures. When teaching classification of plants and animals it is necessary to ensure that multimedia lectures are clear and appealing enough to all learners so that their motivation to watch is assured. Lastly, failure of some learners to grasp the topic\u0026rsquo;s content as a result of perceived issues with multimedia, suggests that diverse learning dispositions can still limit learning outcomes despite employing this innovative pedagogical tool.\u003c/p\u003e \u003cp\u003eNotably also, learners who complained that multimedia lectures were not captivating equally reported that their performance had been affected negatively. By implication, these learners were not motivated to watch the multimedia lectures. A study by White et al (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) established that student motivation and use of strategies correlated with higher examination scores on questions requiring novel scenario analysis. This explains why learners who described multimedia lectures as non-captivating also reported negative effects on their performance. Moreover, a meta-analysis that examined the effectiveness of the flipped classroom on students\u0026rsquo; learning achievement and learning motivation found a moderate effect size on both variables (Zheng, et al, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This is evidence that well prepared video lectures have the potential to enhance learner motivation.\u003c/p\u003e \u003cp\u003eFurther, the findings suggest, teacher mediation or involvement is important for enhanced learning. For instance, one learner was skeptical about class discussions. This finding is significant as it highlights the need for teachers to use their expert knowledge to supplement the process of knowledge construction. Through further teacher explanations, the teacher would cater to the needs of diverse learning dispositions. This further ensures that the knowledge constructed represents universally accepted conceptual knowledge. In the constructivist model, knowledge is assumed to fit reality the way a key fits a lock (Bodner, 1986). Overall, it can be concluded that the use of multimedia, especially videos is suitable for teaching classification of plants and animals.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe study explored the suitability of the flipped classroom teaching strategy in teaching classification of plants and animals to grade 12 biology learners. The majority of learners found the teaching strategy engaging and captivating. Overall, the findings suggest that the flipped classroom with use of multimedia followed by class discussions enhances learning outcomes. Specifically, the findings show that the strategy enhanced retention, recall, comprehension and overall academic performance.\u003c/p\u003e \u003cp\u003eHowever, the findings also revealed that not all learners are likely to benefit from the flipped classroom strategy and use of multimedia. A few learners gave negative feedback and described the strategy as dull and non-engaging. They cited unclear video explanations as leading to lack of understanding. We found this to be confounding, in that we expect the flipped strategy to be perceived positively. This finding is a novel contribution in suggesting that the flipped classroom could not be relied upon in the absence of teacher clarification. But also, that teachers must use the flipped strategy with caution, and that despite its benefits, it may disadvantage some learners, given that learners may learn differently, and these differences must be taken into account and adjusted for.\u003c/p\u003e \u003cp\u003eThus, contrary to the literature that takes the flipped classroom strategy normatively and for granted (Anjomshoaa, Hashemi, Alsadaji, Mohammed, \u0026amp; Masoudi, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Binoy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bintz, Barenberg, \u0026amp; Dutke, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), the findings suggest an effective flipped classroom strategy requires the production of good quality multimedia and active teacher involvement during the in-class phase of the teaching strategy. The practical implications are two fold, that the flipped class room strategy and the use of multimedia can be used by teachers to enhance learning, Second, the teacher must take into account differences between the learner\u0026rsquo;s learning preferences and should only explain after evaluating feedback from group discussions. At the same time, given the challenge of resources in schools, especially access to multimedia technologies, there is need for policies that support the allocation and provision of multimedia technologies.\u003c/p\u003e \u003cp\u003eThe findings are limited in that they entirely based on self-reported data and are prone to response biases. Future research can address this and ensure objectivity through third-party observations or teacher perceptions. Furthermore, the sample was small and the findings cannot be generalized to a wider population. Therefore, there is suggesting a need for future research to involve larger samples. Lastly, the assessment was formative, and, therefore, could not ascertain the contribution of the flipped classroom strategy to the actual performance of learners. Future research could conduct a longitudinal study, and consider performance in summative assessments.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eConsent forms were part of the protocol that was submitted for ethical clearance, which the ethics committee approved as ethical, essentially wavering the need for the parents/guardians to permit their children to participate in the study. However, the learners were still mandated to consent in writing to participate in the study and verbally to participate in the focus group discussions.\u003c/span\u003e\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e\n\u003cp\u003eMy sincere gratitude goes to Dr. Jonathan Muringani, postdoctoral candidate at Oslo University Norway for his selfless mentorship. His guidance has made the work of my Phd supervisor significantly light. I would also like to thank the administration of the school where I conducted the study for courteously permitting me to conduct the study. Much more gratitude goes to the learners who accepted to participate in the study.\u003c/p\u003e\n\u003ch2\u003eDisclosure statement\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003eNo potential conflict of interest was reported by the authors.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAbeysekera, L., \u0026amp; Dawson, P. (2015 ). Motivation and cognitive load in the flipped classroom: definition, rationale and a call forresearch. \u003cem\u003eHigher Education Research \u0026amp; Development, 34\u003c/em\u003e(1), 1-4.\u003c/li\u003e\n \u003cli\u003eAkinoso, S. O. (2020, May 29). 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Students\u0026apos; experiences of prerecorded lectures, flipped classrooms, and their impact on exam performance. \u003cem\u003eInnovations in Education and Teaching International.\u0026nbsp;\u003c/em\u003e1-16.\u003c/li\u003e\n \u003cli\u003eMtanga, N., Imasiku, I., Mulauzi, F., \u0026amp; Wamundila, S. (2012). Use of ICTs in Education: A case study of selected Urban based High Schools in Lusaka, Zambia. \u003cem\u003eTwentienth Standing Conference of East, Central and Southern African Library and Information Associations.\u003c/em\u003e Nairobi.\u003c/li\u003e\n \u003cli\u003eNsabayezu, E., Habimana, O., Nzabalirwa, W., \u0026amp; Niyonzima, F. N. (2025, March 11). Optimizing pedagogical Strategies in Organic Chemistry: Examining Students\u0026apos; Conceptual Mastery and Perspectives on the Use of MutimediaSupported Fipped Classroom Approach in Organic Chemistry. \u003cem\u003eJournal of chemical Education, 102\u003c/em\u003e(4), 1546-1554.\u003c/li\u003e\n \u003cli\u003eNsama, L. (2021). Challenges in ICT infrastructure in Zambian Government Schools. \u003cem\u003eJournal of Educational Technology, 15\u003c/em\u003e(2), 45-60.\u003c/li\u003e\n \u003cli\u003eNtaila, Y., \u0026amp; Mbaraka, R. S. (2023). Examining theimpact of Interactive Multimedia Instruction on the Performance of Secondary School Students in Biology in Dedza District Malawi. \u003cem\u003eEuropean Journalof Educational Research, 12\u003c/em\u003e(4), 1697-1708.\u003c/li\u003e\n \u003cli\u003ePerta, H., Yulianti, E., \u0026amp; Huang, T.-C. (2024, 27 June). Development of Flipped Classroom Based Interactive Multimedia on Biodiversity Concept to Increase Students\u0026apos; Learning Motivation and Critical Thinking. \u003cem\u003eIndonesian Journal of Science Education, 12\u003c/em\u003e(3), 614-627.\u003c/li\u003e\n \u003cli\u003eQasserras, L. (2024). The Role of Visual Learning Aids Across Diverse Learning Styles in High school Education. \u003cem\u003eEuropean Journal ofApplied Linguistics, 7\u003c/em\u003e(2).\u003c/li\u003e\n \u003cli\u003eSahraie, F., Rezvanfar, A., Movahedmohammad, S. H., Ebne, M., Alambeigi, A., \u0026amp; Farrokhnia, M. (2024). Analysis of Learners\u0026rsquo; Emotions in E-Learning Environments Based on Cognitive Sciences. \u003cem\u003eInternational Journal of Interactictive Mobile Technologies, 18\u003c/em\u003e(7), 34-52.\u003c/li\u003e\n \u003cli\u003eSam, R. (2024, September 11). Systematic Review of Inquiry-based Learning: Assessing Impact and Best Practicrs in Education. \u003cem\u003eF1000 Research, 13\u003c/em\u003e, 1045.\u003c/li\u003e\n \u003cli\u003eSaputra, B. E., \u0026amp; Dewi, D. N. (2024). Vark Learning Styles and Social Media Usage in EFL Contexts: Insights from Tertiary-Level Students. \u003cem\u003eEnglish Review: Journal of English Education, 12\u003c/em\u003e(3), 1063-1072.\u003c/li\u003e\n \u003cli\u003eSeitan, W. I., Ajlouni, A. O., \u0026amp; Al-Shra\u0026rsquo;h, N. D. (2020, 01 29). The Impact of Integrating Flipped Learning and Information and Communication Technology on the Secondary School Students\u0026rsquo; Academic Achievement and Their Attitudes Towards It. \u003cem\u003eInternational Education Studies, 13\u003c/em\u003e(2), 1-10.\u003c/li\u003e\n \u003cli\u003eStella, A. O., \u0026amp; Okoli, J. N. (2024). EFFECT OF COLLABORATIVE LEARNING STYLE ON SECONDARY SCHOOL STUDENTS\u0026rsquo; ACADEMIC ACHIEVEMENT IN BIOLOGY IN ORUMBA SOUTH LOCAL GOVERNMENT AREA. \u003cem\u003eUNIZIK Journal of STM Education, 7\u003c/em\u003e(1), 112-123.\u003c/li\u003e\n \u003cli\u003eTaga, J. R. (2024, September). Compairing the effects of video lessons and conventional classroom teaching on the academic achievement of grade 12 learners. \u003cem\u003eInternational Journal of Academic Multidisciplinary Research (IJAMR), 8\u003c/em\u003e(9), 144-150.\u003c/li\u003e\n \u003cli\u003eTanjung, P., \u0026amp; Triastuti, A. (2025). Implementing the Flipped Classroom Model to Foster EFL Students\u0026apos; Learning Autonomy. \u003cem\u003eFormosa Journal of Sustainable Research, 4\u003c/em\u003e(3), 495-508.\u003c/li\u003e\n \u003cli\u003eUmanah, F. I., \u0026amp; Babayemi, J. O. (2024). PEER-LED AND TEACHER-LED GUIDED INQUIRY TEACHING APPROACHES ON STUDENTS\u0026apos; ACADEMIC PERFORMANCE IN CHEMISTRY. \u003cem\u003eUNIZIK Journal of STM Education , 7\u003c/em\u003e(1), 146-156.\u003c/li\u003e\n \u003cli\u003eWhite, P. J., Naidu, S., Yuriev, E., Short, J. L., McLaughlin, J. E., \u0026amp; Larson, I. C. (2017, November). Student Engagement with a Flipped Classroom Teaching Design Affects Pharmacology Examination Performance in a Manner Dependent on Question Type. \u003cem\u003eAmerican Journal of Pharmaceutical Education, 81\u003c/em\u003e(9), 10-23.\u003c/li\u003e\n \u003cli\u003eWu, Y.-T., Chai, C.-S., \u0026amp; Wang, L.-J. (2022). Exploring secondary school teachers\u0026apos; TPACK for video-based flipped learning: The role of pedagogical beliefs. \u003cem\u003eEducation and Information Technologies, 27\u003c/em\u003e(6), 8793-8819.\u003c/li\u003e\n \u003cli\u003eYildizY\u0026uuml;ksel, N., \u0026amp; K\u0026uuml;lek\u0026ccedil;i, G. (2024, 12 20). Delving into the Turkish 9th Grade EFL Students in a Flipped Classroom Context: Analysing Perceptions and Experiences. \u003cem\u003eTeaching English with Technology, 10\u003c/em\u003e(2), 231-258.\u003c/li\u003e\n \u003cli\u003eZainuddin, Z. \u0026amp; Attaran, M. (2016). \u003cem\u003eMalaysian students\u0026apos; perceptions of flipped classrooms: a case study. Innovations in Education and Teaching International, 53(6).\u0026nbsp;\u003c/em\u003e660-670.\u003c/li\u003e\n \u003cli\u003eZheng, I., Bhagat, K. K., Zhen, Y., \u0026amp; Zhang, X. (2020). The Effectiveness of the Flipped Classroom on Students\u0026apos; Learning Achievement and Learning Motivation: A Meta-Analysis. \u003cem\u003eEducational Technology and Society, 23\u003c/em\u003e(1), 1-15.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable I \u0026nbsp;Composition of participants Per Focus Group\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFocus Group 1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFocus Group 2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 177px;\"\u003e\n \u003cp\u003eE24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 170px;\"\u003e\n \u003cp\u003eE19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAuthor\u0026rsquo;s own work\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable II \u0026nbsp; Grouping of Codes into Categories and Themes\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCodes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eLearner driven learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 209px;\"\u003e\n \u003cp\u003eLearning Approach\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" style=\"width: 209px;\"\u003e\n \u003cp\u003ePositive Experiences\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eQuite interesting\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 209px;\"\u003e\n \u003cp\u003eEngaging\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eCaptivating\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eGood experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003eSatisfying\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eFelt quite good\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eSpoon feeding\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003eBreeding laziness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 209px;\"\u003e\n \u003cp\u003eBoring\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eNot captivating\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 209px;\"\u003e\n \u003cp\u003eNon engaging\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eBoring\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003ePeer learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003eActive engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 209px;\"\u003e\n \u003cp\u003eInteractive\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eUnclear\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 209px;\"\u003e\n \u003cp\u003eBarriers to learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 209px;\"\u003e\n \u003cp\u003eChallenging\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eUnable to understand video explanations\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eSkeptical\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003eAttitudinal response\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eEnhanced Retention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 209px;\"\u003e\n \u003cp\u003eEffective learning strategies\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" style=\"width: 209px;\"\u003e\n \u003cp\u003ePositive outcomes\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eFacilitated Recall\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eEnhanced comprehension\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eIndividual learner needs met\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 209px;\"\u003e\n \u003cp\u003eLearner centered approach\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eBad experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 209px;\"\u003e\n \u003cp\u003eUnpleasant or distressing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 209px;\"\u003e\n \u003cp\u003eNegative experiences\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 220px;\"\u003e\n \u003cp\u003eFelt bad\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAuthor\u0026rsquo;s own work\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"University of Zambia","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Biology, Classification of plants and animals, Flipped classroom, Multimedia, Class Exercises, Learners","lastPublishedDoi":"10.21203/rs.3.rs-6683687/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6683687/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study aimed to gather learner feedback on the suitability of the flipped classroom strategy, incorporating multimedia, for teaching the classification of plants and animals to Grade 12 biology learners. A pre-experimental design used a pretest and posttest approach with one intact class (N\u0026thinsp;=\u0026thinsp;29) at a girls\u0026rsquo; boarding school in Luapula Province, Zambia. Data from two focus group discussions were analysed thematically. The findings corroborate existing literature, indicating that the flipped classroom enhances learning. However, they challenge the normative view of the flipped classroom and suggest that not all learners benefit. The implications for practice are that for the flipped classroom to be effective it needs teacher clarification and taking into account learner differences. But also, for low resource countries like Zambia, there is need to support the integration of multimedia technology in schools.\u003c/p\u003e","manuscriptTitle":"Suitability of the flipped classroom strategy for teaching classification of plants and animals to grade 12 learners","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-29 03:25:31","doi":"10.21203/rs.3.rs-6683687/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9cf200de-a42c-4d13-9d0e-340ee0b0d145","owner":[],"postedDate":"May 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-05-29T03:25:31+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-29 03:25:31","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6683687","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6683687","identity":"rs-6683687","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}