Effectiveness of Flipped Classroom – Project-Based Learning (FC-PjBL) Hybrid Approach on Student Performance in General Biology
DOI:
https://doi.org/10.69569/jip.2025.421Keywords:
Content mastery, Cognitive skills, Flipped classroom approach, Pedagogical model, Project-based learningAbstract
Both the Flipped Classroom Approach (FCA) and the Project-Based Learning (PjBL) approaches have gained attention in the K-to-12 education. However, exploration of the impact of hybridizing these two teaching approaches was limited, particularly in Biology teaching in Senior High School. The study aimed to determine the effectiveness of the Flipped Classroom-Project-Based Learning (FC-PjBL) Hybrid Approach on the performance level of General Biology students in a Public National High School in the Municipality of Polomolok. A quasi-experimental One-Group Pretest-Posttest Design was used to determine differences in learning outcomes. A convergent parallel mixed-method design was used to analyze quantitative and qualitative data, leading to data integration and the development of a pedagogical model. A validated teacher-made test, lesson exemplars, and video materials were used for 108 Grade 12 Science, Technology, Engineering, and Mathematics strand students. A Focus Group Discussion (FGD) was also conducted to capture students’ experiences with the FC-PjBL Hybrid Approach. In data integration, the Joint Display Analysis was used to link the qualitative and quantitative data. The study's findings revealed that students' performance in content areas and cognitive skills was Moderately Mastered to Highly Mastered, and there was a significant difference in the mean scores before and after implementation. This implies that the FC-PjBL Hybrid Approach is efficacious in improving students' performance. Qualitative findings revealed key learning benefits, including streamlined, empowered, and reflexive learning; constructive feedback; experiential learning; and the development of 21st-century skills. Based on the integration of results, the FC-PjBL Hybrid Approach Pedagogical Model was conceptualized to improve students’ learning and experiences in General biology. The findings suggest that this hybrid approach is an effective instructional strategy for improving students' performance and fostering holistic growth.
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