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This study aim was to investigate the effect of flipped classroom instruction on students’ science achievements. The learning achievements were measured by Science Achievement Test (SAT). For this study a quasi-experimental research design was employed. Pre- and post- test was administered to collect data from the respondents. A total of 86 students participated in this study (43 in each group). The experimental group was taught through flipped classroom instruction while the control group was taught through traditional teaching method. Independent sample t-test, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA), were employed to analyze the obtain data. The findings revealed that students who were in the flipped classroom performed better, with a significant difference in learning achievement between the two groups. Although some logistical obstacles were observed, such as limited access to digital devices, anyhow the utilization of printed materials and peer-support mechanisms mitigated these issues

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Flipped Classroom Instruction and its Impact on Science Learning in Overcrowded Upper Primary Classrooms

  • 会议论文

  • 发表日期：

    2026年

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  • Sher Alam Khan,
  • Giorgio Poletti,
  • Mazhar Alam,
  • Farooq Nawaz Khan

摘要

This study aim was to investigate the effect of flipped classroom instruction on students’ science achievements. The learning achievements were measured by Science Achievement Test (SAT). For this study a quasi-experimental research design was employed. Pre- and post- test was administered to collect data from the respondents. A total of 86 students participated in this study (43 in each group). The experimental group was taught through flipped classroom instruction while the control group was taught through traditional teaching method. Independent sample t-test, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA), were employed to analyze the obtain data. The findings revealed that students who were in the flipped classroom performed better, with a significant difference in learning achievement between the two groups. Although some logistical obstacles were observed, such as limited access to digital devices, anyhow the utilization of printed materials and peer-support mechanisms mitigated these issues