Enhancing physics education through flipped problem-based learning (PBL): improving comprehension and problem-solving skills in undergraduate students

This study evaluates the effectiveness of integrating the flipped classroom model with problem-based learning (PBL) in undergraduate physics education in China. A total of 200 first-year students were assigned to either a lecture-based control group or a flipped-PBL group (n = 100 per group). While both groups used the same basic resources to study electromagnetic induction, the flipped-PBL group engaged in pre-class microlectures and in-class group problem-solving. Results showed that students in the flipped-PBL group scored significantly higher on the final examination than those in the lecture-based group (t(198) = 6.02, p < .001, Cohen’s d = .87). Participants in the flipped-PBL group also reported perceived improvements in problem-solving, communication, and learning motivation based on descriptive questionnaire results. These findings should be interpreted as associative rather than causal. Overall, the flipped-PBL format was associated with higher exam performance and more positive student perceptions, although further research across additional institutional contexts is needed to clarify causal relationships.