The effect of using flipped learning on student achievement and measuring their attitudes towards learning through it during the corona pandemic period

Abstract

The COVID-19 pandemic has led to the end of in-person classes at universities and schools and the beginning of digital advancements in higher education. Flipped learning is very different from traditional teaching methods and necessitates some shifts in the roles of the teacher and the student. The purpose of this study is to investigate the effect of using flipped learning on students' achievement and measure their attitudes towards learning through it during the Corona pandemic period. A quasi-experimental study design was adopted through the pretest and posttest measurements. Two groups were randomly assigned one to be experimental, and the other a control. The present study showed that there was no statistically significant difference between the mean of the pre-measurement and post-measurement tests of the experimental group’s motivation towards learning using the flipped learning strategy. The findings from the quantitative data revealed that flipped learning contributed to the academic success of students and their attitudes toward learning during the corona pandemic period. Hence, further studies with more extended periods are recommended to examine the effect of Flipped learning on self-directed learning and other related variables.