Combining a Flipped Learning Approach and an Animated Video to Improve First-Year Undergraduate Students’ Understanding of Electron Transport Chains in a Biochemistry Course
Electron transport chain (ETC) is a challenging topic due to the complexity of the reaction that occurs at the molecular level, as the student cannot directly interact with the reaction at this level. The use of video and flipped learning to improve student understanding of this topic was evaluated. The students were randomly and equally divided into three groups. The first group was taught with a PowerPoint presentation, the second group was taught with an animated video, and the third group was taught through a combination of flipped learning and an animated video. The students were given a multiple-choice pretest; three types of posttests that assessed their memory, comprehension and application (Bloom’s taxonomy cognitive level 1-3); and a questionnaire. The results showed that both the animated video and flipped learning significantly increased their understanding, particularly for their comprehension and application. The students instructed through the combination of the animated video and flipped learning achieved the highest grade for all types of posttests. However, from the student point of view, students from group 2 were the happiest and highly preferred the video instruction compared to the other groups.
