Effect of Flipped Classroom Model on Biology Achievement and Self-Regulated Learning Among Senior Secondary Students in Oyo State

This study examined the effect of the flipped classroom model on Biology achievement and self-regulated learning among senior secondary students in Oyo State, Nigeria. The flipped classroom, which inverts traditional content delivery by assigning digital learning at home and reserving class time for active application, offers a promising pedagogical model for biology education in urban contexts with increasing internet access. A quasi-experimental pretest-posttest design was used. Five intact SS2 Biology classes from five secondary schools in Ibadan North and Ogbomoso North Local Government Areas were assigned to the flipped classroom condition, with five matched control classes continuing with conventional instruction over eight weeks. Video content was prepared by teachers and shared via a messaging platform. A Biology Achievement Test and the Motivated Strategies for Learning Questionnaire were validated and administered, with reliability indices of 0.83 and 0.81. Analysis of Covariance was used. Results showed that flipped classroom students outperformed conventional students on Biology achievement and demonstrated significantly higher self-regulated learning scores, particularly in time management and self-monitoring dimensions. The benefit was most pronounced for students with reliable smartphone access. The study recommends integration of flipped instruction in urban secondary Biology, accompanied by offline resource alternatives to address device access inequities. Keywords: flipped classroom, Biology achievement, self-regulated learning, Oyo State, digital pedagogy.