Flipped Classroom Approach and University Student’s Academic Performance

Abstract

A cutting-edge approach to higher education, the flipped classroom meets the demands of university students while simultaneously fostering their capacity for higher-order reasoning and problem-resolving. This study explored the influence of the flipped classroom technique on student educational achievement to better identify students' prospects in blended learning circumstances. Statistics were gathered via structured questionnaire surveys given to various students in three departments at the Balochistan and Quaid-i-Azam universities, Pakistan (Management Sciences, Computer Science, and Education). 250 university students from both urban and rural backgrounds completed the survey, which had two sections: demographics and measurement items. The measurement items used a 5-point Likert tier with 29 queries fluctuating from "1, strongly disagree," to "5, strongly agree." Employing a flipped-class structure in schooling technology was advantageous and frequently showed improved student academic accomplishment when compared to the conventional lecture-based strategy. According to statistical data, students fared better when doing their homework and assignments during class meetings and discussions as well as their video lectures at home. Students preferred flipped learning to regular lectures. The flipped classroom is a fantastic teaching method that has a significant positive impact on student academic learning consequences. Additionally, because the flipped classroom approach can increase students' motivation and academic success, students respond favourably to it. The flipped classroom approach is also compatible with the expanding use of adaptive learning and educational technology in the classroom. The use of technology and the primary teaching technique in the educational process can therefore have a favourable effect on students' academic achievement.