Influence of Remote and Flipped Blended Classroom Learning Approaches on the Academic Performance of Senior High School Biology Students in Muscat, Oman

Mase Ma. Clariz B. Pamularco
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Mase Ma. Clariz B. Pamularco: University of Perpetual Help System DALTA – Las Piñas, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4121-4136

Abstract: This study focused on determining the influences of the Remote and Flipped Blended Classroom Learning approaches on the academic performance of Grade 11 senior high school students in Biology in one of the private schools in Muscat, Oman, the first semester of the school year 2019-2020. The study relied on the use of content analysis of the qualitative approach and the evaluation, causal-comparative, and quasi-experimental designs of the quantitative approach. The homogeneity of the treatment group and control group was established. The data collected were statistically treated with the use of percentage, frequency distribution, mean, weighted mean, Chi-Square test for homogeneity, and t-test for two independent samples. The study concluded that the pedagogical approaches of Remote Blended Learning and Flipped Blended Classroom Learning are both effective or extremely effective in terms of course material, learner interaction and interactivity, graphic competencies, technological aspects, motivation to learn, and learning outcomes. Both Remote Blended Learning and Flipped Blended Classroom Learning students perform very well on post-tests in Biology. Both the Remote Blended Learning and the Flipped Blended Classroom students’ academic performance in Biology (as measured by assessment tools and post-test scores/final examination) is deemed to be very good; therefore, they profess comparable academic performance, and the Teacher’s Guide demonstrates how remote and flipped blended learning pedagogical methods can be used to improve senior high school biology student learning.

Date: 2024
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