Abstract:

This study assessed student satisfaction and perceptions of a flipped classroom methodology applied to the Biology (BI2201) lab session in the Biochemistry and Molecular Biology program at Universitat Jaume I. In flipped classroom models, students engage with instructional materials independently before class to apply these concepts actively during in-lab sessions. An anonymous survey asked students to evaluate their experience on a scale from 1 (very dissatisfied) to 5 (very satisfied), with high ratings observed in several key areas. High overall satisfaction was reported, with ratings of 4.2–4.6 in clarity of preparatory materials, perceived engagement, and the usefulness of applying pre-learned concepts in lab activities. General satisfaction with the flipped classroom methodology, however, was more moderate (3.5), with some students indicating that the approach did not enhance learning compared to traditional methods, reflected in a low score of 2.0. Nonetheless, students found the instructions clear (4.5) and felt greater confidence during lab exercises (4.2) due to pre-lab preparation. These results indicate that, while the flipped classroom approach improved understanding, confidence, and in-lab efficiency, its overall effectiveness relative to traditional methods could be enhanced. Student suggestions included adding pre-lab Q&A sessions, video demonstrations, and step-by-step guides to better reinforce learning and address diverse needs. These results reflect a strong positive response to the flipped classroom model, showing its value in promoting preparedness and active participation. To further refine this approach, targeted modifications such as these additional support resources could enhance students' comprehension, confidence, and academic performance in introductory Biology labs. Implementing these recommendations can foster a more inclusive and effective learning environment, supporting students in developing critical Biology laboratory skills essential for their academic and professional futures.

Keywords:

Flipped classroom, Biology, Laboratory.