Integrating flipped classroom into website-based instruction: Effects on students' learning interest in respiratory system education

Abstract

This study aims to develop a website-based learning medium integrating the flipped classroom model for respiratory system instruction, following the ADDIE model, and to examine its effectiveness in enhancing eleventh-grade students’ learning interest compared with conventional instruction. A Research and Development approach was combined with a quasi-experimental non-equivalent control-group design. Participants were 25 students in a small-scale trial and 80 students in a field trial, split into an experimental group (n = 40) taught with the flipped classroom website and a control group (n = 40) taught with the 5M scientific approach (observing, questioning, gathering information, associating, and communicating) and a textbook. Learning interest was measured with a validated five-point Likert questionnaire and analyzed using paired t-tests, the Mann-Whitney U test, and normalized gain (N-Gain) scores. The experimental group achieved an N-Gain score of 0.86, a high category, compared with 0.54, a moderate category, for the control group; both increases were statistically significant, p < 0.001, and the between-group difference was also significant, Mann-Whitney U = 20.00, p < 0.001. These results indicate that the website-based flipped classroom medium produced a substantially larger improvement in learning interest than conventional instruction and is effective for the respiratory system topic. Broader implementation is recommended, preceded by field trials in schools with comparable digital infrastructure.