Effect of flipped learning model on learning biology subjects: Mitochondria and chloroplast example

This study analyses the effects of the flipped learning model on learning the subjects of biology through mitochondria and chloroplast organelles. The study groups were composed of students who were the 9th graders in the 2019-2020 academic year and chosen according to the purposeful sampling method. The posttest-only control group design was used in the study. A control group of 34 students with similar academic achievement and an experimental group of 34 students constituted the study group. Video lessons about mitochondria and chloroplast were prepared for the experimental group and they were uploaded onto the researcher's YouTube channel. The videos were watched at home in lieu of lectures in the classroom and the "stations technique" was used in the classroom environment. The control group, on the other hand, were taught the subjects in traditional methods as available in the biology curriculum. The study lasted two weeks. The study data were collected with two forms of four semi-structured open-ended questions prepared by the researcher. The collected data were then put to content analysis. Categories were distinguished by obtaining two experts' views. MAXQDA 2020 was used in the analysis of the data. As a result, it was found that the number of correct answers about the subjects by the experimental group students- with whom the flipped learning model was used- was greater than the answers given by the control group students. The results obtained in this study indicated that the flipped learning model could be effective in learning the subjects of biology.