JIHUA GUO,SIRIRAT PETSANGSRI,THANIN RATANA-OLARN,JIANMING CUI
DOI: https://doi.org/This research aimed at enhancing student academic performance in biology by introducing and testing an innovative micro-learning-based flipped classroom model. The study employed a research and development (R&D) methodology, progressing through stages of designing, implementing, and refining the model based on feedback and results. The intervention involved biology students divided into two groups: the experimental group, taught using the newly developed model, and the control group, which followed traditional teacher-centered methods. The experimental group's model combined short, focused micro-learning modules with active, in-class learning designed to engage students more deeply with the content and allow for more personalized instruction. After analyzing the data, the results revealed that students in the experimental group demonstrated a marked improvement in academic performance compared to the control group. This finding suggests a positive effect that using the flipped classroom with a micro-learning-based model enhanced learning outcomes in biology. Specifically, students in the flipped classroom with a micro learning-based model experimental group demonstrated higher levels of content retention, a deeper understanding of biological concepts, and learning engagement.
