Assessing Biology Teachers' Knowledge and use of Flipped Learning Method in the Teaching and Learning of Biology in Secondary Schools in Awka Education Zone

Abstract

Biology as an integral part of science learning continues to make waves through the integrating of technology into its teaching and learning. The flipped learning model has gained increasing recognition for transforming traditional classroom instruction, yet its adoption in biology classrooms remains inconsistent. This study assessed biology teachers' level of knowledge, preparedness and use of flipped learning model in secondary education. A mixed-methods design was used combining surveys, interviews, and classroom observations among 156 biology teachers. The study explores teachers' awareness, training, application, and perceived effectiveness of flipped learning in biology classrooms. Findings revealed that while 64% of teachers were aware of flipped learning, only 23% actively implemented it. Results indicate a gap between awareness and practical implementation, highlighting the need for professional development and institutional support to enhance flipped learning adoption.