The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

Abstract

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method. </p>

Chinese Undergraduate Students’ Language Learning Strategy Use in Flipped English Learning and its Relationships to Gender and Proficiency

“…However, this is made clear by Bishop and Verleger (2013), who stated that the flipped classroom includes two phases, out-of-class self-learning assisted by computer and in-class collaborative learning in groups. In a flipped class, students assume the responsibility of out-of-class learning as independent learners through activities such as watching teaching videos and visiting the course website (Masadeh, 2021). In class, teachers help create an interactive environment in which students work in groups and apply what they have learned before class to complete certain tasks (Turan & Akdag-Cimen, 2020).…”

“…Long (2016) pointed out that in self-directed learning, the individual students take the initiative and the responsibility for their own learning. In flipped classrooms, learners are predominantly at the center of learning (Masadeh, 2021). They are expected to self-manage their learning, especially in the pre-class learning phase, by setting learning objectives, devising plans, monitoring their learning process, and reflecting on their learning (Wanner & Palmer, 2015).…”

“…In the in-class learning phase, teachers help create an interactive environment in which students work in groups and conduct learning by collaborating to solve problems and produce outcomes (Wanner & Palmer, 2015). The third characteristic that distinguishes the flipped classroom from conventional learning is the former's adoption of education technology which is a crucial contributory factor to the construction of the pre-class learning environment (Masadeh, 2021). When assisted by education technology, knowledge is absorbed not in a physical classroom but in a virtual learning platform, which "helps to free up class time for more active discussions and tasks" (Webb & Doman, 2020, p. 245).…”

“…In the study of foreign language acquisition, as Filiz and Benzet's (2018) summary of related literature shows, the flipped classroom was not given attention until 2014. A majority of studies have since focused on the flipped classroom's effects on learners' academic performance and gains in flipped learning (Masadeh, 2021;Wahib & Tamer, 2021;Webb & Doman, 2020). Only a few studies concentrated on learners' individual characteristics in flipped learning (Abdullah, Hussin, & Ismail, 2020;Ghufron & Nurdianingsih, 2019).…”

“…The flipped classroom is the result of fusing technology and education. Researchers found it very effective in developing language learners' academic achievements (Masadeh, 2021;Webb & Doman, 2020). Abeysekera and Dawson (2014) noted that the flipped classroom has acquired worldwide popularity among EFL educators since 2011.…”