Assessment Of Effectiveness And Evaluation Of Perception Among Students Towards Flipped Classroom Learning: A Prospective Study.

Authors

Nagaraja Prasad Sai, SHIMOGA INSTITUTE OF MEDICAL SCIENCESFollow
Vedavathi Hanumaiah, Shimoga Institute of Medical SciencesFollow
Shreenivas Prabhakar Revankar, Shimoga Institute of Medical SciencesFollow
Shruthi S. Lingesh, Shimoga Institute of Medical SciencesFollow
Avanthi Eshwar, Shimoga Institute of Medical SciencesFollow

Author ORCID Identifier

Nagaraja prasad s: corresponding author orcid id:https://orcid.org/0000-0002-1404-7112.

Vedavathi h; orcid id: https://orcid.org/0009-0000-8839-3205.

Shreenivas P revankar; orcid id://orcid.org/0009-0008-6216-5237.

Shruthi S L; orcid id://orcid.org/0009-0008-4126-8392.

Avanthi e; orcid id:https://orcid.org/0009-0003-1200-3268.

Corresponding Author

Nagaraja Prasad Sai

drnagarajprasad@gmail.com

Abstract

BACKGROUND: Flipped learning (FL) is a teaching learning approach in andragogy. In FL students are involved in self-directed learning with the teacher acting as a facilitator and a moderator. Introduction of Competency Based Medical Education led many educators to shift from traditional teaching to blended teaching learning methods. This study was conducted to assess effectiveness and evaluate students’ perception towards FL.

AIM AND OBJECTIVES: To assess effectiveness of FL teaching in improvement of student scores and to evaluate student’s perception towards FL teaching.

MATERIALS AND METHODS: Pre-class activities included study materials in the form of PowerPoint slides given one week in advance with instructions to read the study materials before class. In-class pre-test MCQs were administered. It was followed by FL activities in the form of think-pair-share and fishbowl/doughnut learning methods and problem solving exercises followed by post-test MCQs and students’ feedback through a questionnaire on Google Forms.

RESULTS: In our study, students’ performance did not improve measured by MCQ scores with paired t test p value of 0.09. However, 74.63% found FL more engaging, 74.63% opined FL improved learning motivation, 80.6% mentioned they were better able to communicate among themselves, 76.12% mentioned FL improved understanding of topics, 70.17% mentioned FL encourages independent, creative and critical thinking while 74.63% found FL more time consuming and 40.3% gave feedback that they would not recommend FL as teaching learning method.

CONCLUSION: Results of our study showed no improvement in student learning through FL activities. However, students gave positive feedback that FL improved motivation, increased understanding, encouraged critical thinking while few mentioned FL was time consuming. Further studies needed to throw light and investigate if FL improves lifelong learning among students.

Publication Date

2025

Publisher

JSS Academy of Higher Education & Research

Conflict of Interest

conflict of interest: none.

Keywords

Flipped learning, Flipped classroom, Student learning, Student Perception.

Word Count

3088

Recommended Citation

Sai NP, Hanumaiah V, Revankar SP, Lingesh SS, Eshwar A. Assessment Of Effectiveness And Evaluation Of Perception Among Students Towards Flipped Classroom Learning: A Prospective Study.. Digital Journal of Clinical Medicine. 2025; 7(2): -. doi: https://doi.org/10.55691/2582-3868.1237

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Cover Page Footnote

Dr Nagaraja Prasad Sai, Associate Professor, Department of Pharmacology, Shimoga Institute of Medical Sciences, Shimoga, Karnataka.