A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students

Abstract

Introduction: Flipped classroom is a new pedagogical model in which students are provided with study resource material to develop a basic understanding of the topic before class, and in-class precious time is used for learner-centric activities. Accordingly the study objectives were to compare the effect of flipped and traditional classroom teaching method and to determine the student’s perception of flipped and traditional teaching method.Method: This was a non-randomized experimental study. A detailed multiple choice question based test was used to assess the knowledge gain. Another structured questionnaire on students’ perception on flipped classroom teaching and traditional teaching technique was used for both the groups.Results: A total of 112 students participated in this study. The mean assessment scores in the flipped and traditional classroom were not statistically significant. We observed in the current study that the qualitative response was better as compared to quantitative response.Conclusion: As per our qualitative observation, a hybrid of both traditional and flipped classroom teaching method can be used in the transition period until the acceptance for new innovative methods increase. Long term learning gain may be attained by improving motivation and engagement of students in learning process.

The Effect of Micro-Flipped Classroom in the Context of Distance Learning on TESOL Master Students' Achievement

“…In this case, it can be presumed that the finding of the study goes in line with the relevant literature and that the abovementioned approach positively influences the learning achievement of the postgraduate students. By contrast, some studies that compared flipped learning to other methods have stated that there are no significant differences or no significant increase is observed in learning performance (Arriaga & Talavera, 2018;Topal & Akhisar, 2018;Aggarwal, Thakur, Agrawal, Jhajharia, Madaan & Mahapatra, 2019;Leatherman and Cleveland, 2020). The reason behind the different results obtained by these studies in the literature could be attibuted to the different ways of implementation of flipped learning and the different flipped-learning-based activities carried out during the course.…”

“…Findings from several studies suggest that there are positive effects of flipped learning in the field of education (Polat & Karabatak, 2022;Nourinezhad, Hadipourfard & Baval, 2022;Jdaitawi, Hussein, Muhaidat, & Joudeh, 2022;Bergeson, 2022;Nja, Orim, Neji, Ukwetang, Uwe, & Ideba, 2021;Masadeh, 2021;Hava, 2021). By contrast, other studies have also emphasized the lack of any significant increase in learning performance (Arriaga & Talavera, 2018;Topal & Akhisar, 2018;Aggarwal, Thakur, Agrawal, Jhajharia, Madaan & Mahapatra, 2019;Leatherman & Cleveland, 2020).…”

Medical Students' Performance and Perception with Flipped versus Traditional Classroom Models

“…Tanget al [2] found that fourth year medical students in the FC performed better on the posttest of ophthalmology when compared to those from the TC. Cabi [15] indicated that the use of the FC model didn"t have significant impact on the students" academic achievement compared to TC, and Aggarwal et al [16] who found that the mean assessment scores of first year medical students in biochemistry in the flipped and traditional classrooms were statistically insignificant and concluded that learning gain not affected by the method of teaching. Few studies only e.g., Gundlach et al [17] concluded that students in TC preformed significantly better than the students in FC.…”

Flipped Classroom and Academic Performance of Senior High School Students in Geometry

“…According to Romero & Angeles (2023), participants in the flipped classroom are driven and like learning mathematics whereas the conventional approach has a detrimental impact on students' attitudes and lowers their motivation, self-confidence, and sense of enjoyment for mathematics. In flipped classroom, learner is more conscious and responsible of their learning process therefore may lead to positive results in the long run (Aggarwal et al, 2019). Makinde (2019) argued that Nigeria urgently needs a flipped classroom learning technique to overcome the low mathematics performance of kids and advance science and technology.…”

“…key education stakeholders believe that new, creative approaches are needed to ensure that students and teachers are both more actively involved in the learning process. This can be accomplished by distributing lecture materials in advance and involving students in discussion during lecture time (Aggarwal et al, 2019).…”