Flipped Classroom Model Effectiveness in Academic Performance of University Students

Enhanced academic performance of flipped classroom (FC) was investigated by comparing the technique with traditional teaching (TT). Four professors taught two sections of a course in two different groups using FC and TT; the total sample was 155 students who were given a test after teaching a new topic following a different technique in each group. Additionally, students responded to a questionnaire about their perception of FC and TT. The collected data was analyzed with ANOVA and paired t-student analysis. Test results and student perception analysis demonstrated that both teaching techniques were statistically comparable in learning results. Thus, even when FC does not enhance learning, it is a pedagogical strategy that aids students in comprehending the new topics they encounter during their professional training. The research demonstrated that the complexity of the teaching-learning process is influenced by multiple factors such as professors, didactic techniques, and topics. Thus, the standardization of teaching is a complex process that requires further study.