The effectiveness of the flipped learning approach on classroom perception and academic attitude in university students

Abstract

Background: Traditional lecture-based teaching methods are prevalent in universities, but there’s a growing interest in exploring alternative approaches. Flipped learning (FL) is one such method, where students learn the core material independently before class, allowing in-class time to focus on active learning activities. This study aimed to examine the effectiveness of FL on classroom perception and academic attitude among university students. Methods: The research employed a quasi-experimental design with a pre-test, post-test, and control group. The target population for this study was female counseling students at Farhangian University in Ahvaz, Iran, in the year 2021. A convenience sample of 40 students enrolled in the statistics course was selected. Participants were randomly assigned to either the FL group or the control group (n=20). Data were collected using the Classroom Perception and Academic Attitude questionnaires. The intervention group received the FL program in eight 120-minute sessions once a week, while the control group received traditional instruction. Data were analyzed using analysis of covariance (ANCOVA) in SPSS-22. Results: The findings revealed a significant difference between the FL and control groups in terms of classroom perception and academic attitude (P<0.001). FL significantly improved classroom perception and academic attitude in university students compared to the control group (P<0.001). Conclusion: The findings of this study demonstrate that FL can effectively enhance classroom perception and academic attitude among university students.