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The impact of flipped classroom on student learning: A comparative study

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Original Article

Author Details : Dalia M Mohsen*, Mohammed H Fagir, Dalia Kamal El Dein, Mohamed B Yousif, Mahmoud Eltagani, Zainab Al Khabbaz, Rawan Bokhedher, Nuha Alekhmimi, Zahraa Al Mohsen

Volume : 10, Issue : 1, Year : 2023

Article Page : 12-16

https://doi.org/10.18231/j.jeths.2023.004

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Abstract

Background: The quality of the occupied population can be raised through education. People are actively looking into more effective teaching methods to increase the impact of their educations.
Materials and Methods: The flipped classroom model is an innovative teaching methodology that involves the problem of traditional instructional methods, where students are exposed to lecture materials and content outside of the classroom through pre-recorded videos, readings, or online resources, while in-class time is dedicated to interactive activities, discussions, and problem-solving.
Result: The study employed a comparative strategy, comparing student performance and engagement in a traditional classroom setting versus a flipped classroom setting. The research also sought to gather insights from students regarding their perceptions and experiences with the flipped classroom approach.
Conclusion: The findings suggest that the flipped classroom model positively impacts student learning outcomes and enhances student engagement and participation. These results provide valuable insights for educators and representatives looking for to implement innovative teaching methodologies. This research study aims to investigate the effectiveness of the flipped classroom approach on student learning outcomes.
 

Keywords: Traditional student erudition, Flipped classroom, Comparative study, Teaching procedures, Engagement, Student observations.

How to cite : Mohsen D M, Fagir M H, Dein D K E, Yousif M B, Eltagani M, Khabbaz Z A, Bokhedher R, Alekhmimi N, Mohsen Z A, The impact of flipped classroom on student learning: A comparative study. J Educ Technol Health Sci 2023;10(1):12-16

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