Abstract
<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method. </p>
Highlights
Since the beginning of the 21st century, the world has been witnessing impressive, qualitative and scientific achievements, among which is the educational technology that is widely used in classrooms and lecture halls all over the world
Use of the flipped classroom led to a significant difference in the experimental group students' understanding of the course content
The comparison between the achievement results of the students in the control and experimental groups proved that it was not easy to produce an effect on students' achievements when the flipped classroom learning method was first used
Summary
Since the beginning of the 21st century, the world has been witnessing impressive, qualitative and scientific achievements, among which is the educational technology that is widely used in classrooms and lecture halls all over the world. Many studies have attributed these problems to the teacher-centered rather than studentcentered teaching methods used (Farah, 2010) Such studies have recommended instructors to employ varied educational technology tools inside and outside the classroom to enhance learners' motivation (Abu Moumer, 2017; Abu Laban 2017) and act as a panacea to reduce the shortcomings in education and the mainly face-to-face educational methods used (Ibnian, 2018). Nowadays, such use of new education technologybased methods has been a priority, not a luxury, mainly because of the emergence and ongoing spread of the Covid-19 pandemic. One of these new methods is the use of the flipped classroom (FC), which has made a difference in students' academic achievement (Lofnertz, 2016)
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