Investigating the Efficacy of Flipped Classroom Approach on Students’ Performance in Digestion, Respiration, and Circulatory System in Selected Schools of Burundi

This study examined the efficacy of the flipped classroom (FC) approach on students’ performance in digestion, respiration, and circulatory system in selected schools in Burundi. Specifically, it aimed to evaluate the impact of the approach on academic achievement, explore students’ perceptions and experiences, and assess teachers’ views on its implementation. Data collection included pre-tests, post-tests, and a questionnaire. Statistical analyses such as paired t-tests, independent t-tests, and Analysis of Covariance (ANCOVA) were used to assess the impact. Results showed a significant improvement in the performance of students in the experimental groups compared to the control groups, confirming the efficacy of the FC approach. Additionally, both students and teachers expressed positive perceptions, highlighting its potential in enhancing engagement, understanding, and retention of biological concepts.