10.46243/jst.2022.v7.i04.pp45-59 registered

Before employing the flipped classroom approach, pupils' pre-test results were much lowerthan they were after using it. The preferences of both the male and female control and experimental groups were influenced by the flipped classroom and lecture content, respectively. When it came to assessing evolutionary relationships, there were substantial differences between the experimental and control groups. Phylogeny evaluation was performed on the post-test, and the females in the experimental group fared much better than the females in the control group. In terms of systematic differences, there was a statistically significant difference in post-test findings between the experimental and control groups for both males and females. On the other hand, the overall evaluation of Females in the experimental group outperformed males in the post-test. When the post-test data were compared between males and females, it was discovered that there was a significant variation in phylogeny between the experimental and control groups. On the post-test, males in the experimental group outperformed women in the control group, indicating that the study was successful. The responses to the Motivation to Learn Survey Questionnaire from both the experimental and control groups were compared. The control group had a higher mean score in motivation than the experimental group, but the extrinsic goal-oriented group had a mean score that was close to that of the control and experimental groups, as shown in Table 1. The intrinsicgoal orientation, control of learning beliefs, and self-efficacy of the control group were all shown to be significantly different from the experimental group. The relationship between intrinsic goal orientation and task value was not statistically significant.