REVOLUTIONIZING TRADITIONAL TEACHING: EXPERIMENTAL EVIDENCE OF FLIPPED CLASSROOM EFFECTIVENESS

Abstract

Flipped classroom learning enhances students’ performance by shifting direct instruction outside the classroom and utilizing class time for active, collaborative learning activities. This approach promotes deeper understanding, critical thinking, and improved academic achievement compared to traditional teaching methods. The objectives of the study were to investigate the effect of Flipped classroom learning on students’ performance and to compare the effect of Flipped classroom learning on student performance between boys and girls at the Elementary Level. This study adopted a quantitative, true experimental design grounded in the positivist paradigm to investigate the effect of flipped classroom learning on students’ academic performance in General Science at the elementary level in City Gujrat. A pretest–posttest control group design was used. The population comprised 8th-grade students from public elementary schools in Gujrat. Two schools one for boys and one for girls were selected through purposive sampling based on enrollment size. Using simple random sampling, 60 students from each school were divided into experimental and control groups (30 each). A 30-mark General Science test consisting of 25 multiple-choice questions aligned with Bloom’s taxonomy (knowledge, comprehension, application, analysis, synthesis) was administered as both pretest and posttest. Content validity was ensured through expert review, and pilot testing was conducted with a separate group to refine items. After the intervention, data were analyzed using SPSS (Version 27). An independent samples t-test was applied to compare pretest and posttest results, evaluating performance differences between experimental and control groups, as well as between male and female students. The findings revealed that students taught through the flipped classroom approach showed significantly higher posttest scores compared to those in the traditional control group, indicating a positive impact on academic performance. Moreover, both male and female students demonstrated notable improvement across all cognitive domains, with particularly strong gains observed in higher-order thinking skills such as analysis and synthesis.