The Effectiveness of Flipped Classrooms in the Academic Achievement of University Undergraduates (original) (raw)
This study aims to investigate the effectiveness of flipped classrooms in improving the achievement of university undergraduates. A quasi-experimental approach was used and three achievement posttests were performed. The participants were 32 undergraduate students at Najran University in Saudi Arabia who in advance were distributed into two groups, the control and experimental. Analysis of the students' achievement grades revealed that the effectiveness of the flipped classroom as a learning method needs time to have an effect on their academic achievement and understanding of the learning materials because of the nature of the approach, which flips the whole learning process. Therefore, students need time to become familiar with this new learning. The results show that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week based on use of the flipped classroom or of ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favour of the experimental group students who learnt the course content through the use of the flipped classroom. In addition, there was a significant difference in the participants' mean scores in the third posttest, also in favour of the experimental group. In light of these findings, it was concluded that the instructor and students need to be patient for before the effectiveness of using the flipped classroom learning method is noticed. Moreover, considerable time should be spent on familiarising students with this new learning method.
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