Enhancing Anatomy Knowledge among First-Year Nursing Students Using a Flipped Classroom Approach: A Quasi-Experimental Study at the University of Kabianga

Thomas Ong'ondo Ng'ambwa, Irene Jepkemei Chirchir, Caroline Chelangat, John Kennedy Moturi, Erick Kibai and Alice Kiplagat
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Thomas Ong'ondo Ng'ambwa: University of Kabianga, Kisumu, Western, Kenya
Irene Jepkemei Chirchir: University of Kabianga, Kisumu, Western, Kenya
Caroline Chelangat: University of Kabianga, Kisumu, Western, Kenya
John Kennedy Moturi: University of Kabianga, Kisumu, Western, Kenya
Erick Kibai: University of Kabianga, Kisumu, Western, Kenya
Alice Kiplagat: University of Kabianga, Kisumu, Western, Kenya

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 5315-5324

Abstract: Anatomy forms the cornerstone of nursing education, yet many students struggle with retention and clinical application of anatomical concepts. This study evaluated the effectiveness of a flipped classroom approach using lecturer-generated YouTube videos shared via WhatsApp in improving anatomy knowledge among first-year Bachelor of Science in Nursing students at the University of Kabianga. A quasi-experimental one-group pretest-posttest design was conducted among 64 first-year nursing students. The intervention involved sharing weekly YouTube videos created by the lecturer through a class WhatsApp group. In-person sessions followed the regular teaching timetable and focused on clarifying concepts, group discussions, and application using anatomical models. Video content was created using micro-learning principles (under 10 minutes) and peer-reviewed for accuracy. Student engagement was tracked through WhatsApp responses and in-class quizzes. The intervention ran for 11 teaching weeks, excluding CAT 1 and CAT 2 weeks. A pretest was conducted during CAT 1 and a posttest during CAT 2. Paired t-tests were used for statistical analysis. The mean pretest score was 41.7%, which significantly improved to 66.7% in the posttest (t = 31.00, p

Date: 2025
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