The impact of the Flipped learning method on students’ Academic Achievement
DOI:
https://doi.org/10.56380/Keywords:
Coding, ICT, Pre-test, Post-test, AssessmentAbstract
Amid ongoing reforms in the education sector, digital and online learning has become inextricably linked with higher education. The integration of technology into teaching and learning environments has not only enhanced academic outcomes but also driven innovation in instructional methods and pedagogical approaches. This study aims to investigate the effectiveness of the flipped learning method in improving students’ academic achievement. The research was conducted during the first semester of the 2024–2025 academic year in the "Introduction to Coding" course at the Mongolian National University of Education. A quasi-experimental design was employed, involving two control groups and two experimental groups. Pre-test and post-test assessments were administered, and the data were analyzed using SPSS software.
A T-test analysis revealed a statistically significant difference (p < 0.05) in academic performance between the groups, indicating that the flipped learning method had a positive impact on student outcomes. The findings support the effectiveness of the flipped classroom approach in enhancing academic performance.
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