Classroom Learning Methods Research Articles

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p < 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

Research on applying flipped classroom and digital learning to high school programming courses

The objective of this study is to investigate how flipped classrooms affect education in high school programs. Although many studies have pointed out that flipped teaching can improve the learning experience and can evaluate learning effectiveness through classroom activities, it may also make it difficult for teachers to grasp students' learning status and behavior, and flipped teaching is used in high school programming course recognition and satisfaction Empirical research is somewhat lacking. Accordingly, this research applies the flipped teaching method to high school programming courses and gathers data on students who watch instructional videos. Through research data analysis, it is found that 51% to 93% of students will actively watch the designated instructional videos before class, and some students will repeat Watch the video (1.3 to 1.8 times), and most students will watch it again during the group project design. In addition, most students have the habit of adjusting the video speed to self-regulate their learning (1.4 to 1.5 times). The questionnaire results indicate that most students prefer the flipped classroom learning method (3.48 to 4.01 points). Through this study, we understand the students' mode of digital learning in programming courses, and we know that flipped classrooms can improve the learning satisfaction of programming courses.

Effect of Implementing the Google Classroom Based on Learning Motivation, Interest in Learning and Student Learning Outcomes in Craft and Entrepreneurship Subjects

Advancements in modern technology provide teachers with opportunities to develop their skills in using media and teaching materials. This shift helps transform the instructional paradigms used in school learning processes, making education more modern and high-quality. Therefore, teachers need to be proficient in using information technology to enhance classroom learning, especially in subjects like crafts and entrepreneurship. This study is a quantiative research that focuses on examining the impact of Google Classroom on students' learning motivation, interest, and outcomes. The research was conducted at SMK Negeri 1 Tualang, Tualang District, Siak Regency, with a sample size of 95 eleventh-grade students. The data collected from this study were deemed valid and reliable, particularly concerning the influence of Google Classroom on learning motivation. The research findings were obtained through the use of questionnaires, with 33 respondents, providing data on the Google Classroom variable with a maximum score of 40. This indicates that there is a significant difference between the learning outcomes of students who were taught using the Online Google Classroom Learning Method and those taught using the conventional learning model in the subject of Crafts and Entrepreneurship for the 10th-grade students of SMK Negeri 1 Tualang in the Odd Semester of the Academic Year 2023/2024.

Analysis on the Application of Flipped Classroom in Chinese Junior High School

The study explores the impact of inverted classroom learning on collaboration, innovation, and task orientation. By implementing the inverted classroom learning method, the researchers reversed the two steps of classroom learning and homework in the traditional learning mode. The research subjects were 35 undergraduate students from the Faculty of Education, who taught a course on educational innovation. The results show that the inverted classroom learning approach has a positive impact on collaboration. Students' willingness to cooperate and engagement showed a significant increase in inverted classroom learning, where students were more willing to communicate and cooperate with each other than traditional classroom learning. In addition, inverted classroom learning promotes the development of innovative capabilities. Students are more open and creative in inverted classroom learning and come up with innovative solutions.

The Use of Flipped Classroom Technology Approach with E-Writing Program to Develop Writing and Promote Active Learning Environment of Thai EFL Learners

The utilization of technology and digitalization has ushered in substantial changes within the education system, exerting a profound influence on the processes of teaching and learning. This study introduces an innovative approach, the flipped classroom learning method, with the objective of enhancing the writing skills of learners. The research encompasses the following objectives:
 
 (1) To evaluate the impact of the flipped classroom learning approach, combined with the e-Writing instructional design program, on the writing skills of EFL (English as a Foreign Language) learners.
 
 (2) To investigate the creation of an active learning environment for learners who have experienced the flipped classroom learning approach with the e-Writing instructional design program.
 
 (3) To explore the attitudes of EFL learners regarding the implementation of the flipped learning approach with the e-Writing instructional design program within a writing classroom.
 
 This study involved 30 participants enrolled in an Essay Writing course, selected through a purposive sampling method. Six research instruments were employed:
 
 (1) Flipped classroom lesson plans
 
 (2) Achievement tests
 
 (3) Questionnaires
 
 (4) Flipped classroom learning technology with a model for an e-Writing instructional design program
 
 (5) Interview questions
 
 (6) Focus group discussions
 
 Data collection took place during the second semester of the Academic Year 2022, with data analysis conducted using SPSS for quantitative data and coding and content analysis for qualitative data. The primary findings demonstrated that the flipped classroom learning approach effectively enhanced learners' writing tasks, bolstering motivation and cultivating a more favorable learning environment that positively impacted the quality of writing. Learners responded positively to the flipped classroom approach, reporting increased engagement in active learning. Consequently, it is recommended that the flipped classroom learning approach be considered as a viable instructional alternative to cultivate a more meaningful learning environment and elevate learners' academic performance.

Exploratory Sequential Study in the Implementation of Moodle-Based Flipped Classroom on Microteaching Class

The Covid-19 pandemic has had a significant impact on the process of teaching and learning activities, one of which is social distancing. The flipped classroom learning method is a solution. The research objectives are: Knowing the process of implementing a moodle-based flipped classroom on microteaching class, Testing and describing the effect of implementing a moodle-based flipped classroom on microteaching on student achievement at IAIN Pekalongan, and Knowing student responses to the implementation of flipped classroom-based moodle. This research approach is mixed methods research. The sampling technique used in this research is purposive sampling. The results showed: 1) The implementation of the Moodle-based flipped classroom was carried out in several steps including: a) Making video tutorials about microteaching, b) Uploading videos on LMS moodle, c) Giving assignments, and d) When in class, the lecturer focuses on deepening the results of student assignments; 2) The effect of the flipped classroom implementation based on moodle based on the results of the t test that the calculated T value = [-44,338] or 44,338 and the significance value (2-tailed) is 0.000. So, there is an effect of the implementation of the Moodle-based flipped classroom in the microteaching class on student achievement at IAIN Pekalongan; 3) Student responses to: a) Microteaching class is included in the very positive category with an average of 89.17%, b) LMS moodle is included in the positive category with an average student response of 81.14%, and c) flipped classroom included in the positive category with an average student response of 83.70%.

Assessing the Effects of Flipped Classroom to the Primary Pupils’ English Learning Performance

In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.

DMAIC Analysis of Educational Institutes in Pakistan

Pakistan is growing interest in implementing DMAIC in educational institutions to promote both quality and effectiveness. To teach learners about Six Sigma, the education sector is extremely important. Educational institutes don't want to adopt new technologies teaching methods or assessment strategies and fear of the unknown can make people resistant to trying something new or different they did not use proper training for the students and teachers thus, they didn't have any idea regarding the Six Sigma project, hence management wind up the training. Six Sigma and the education sector now have gaps in innovative learning styles, quality management, novel classroom learning methods, and effective teacher behaviour. A popular method of quality improvement Six Sigma is to be applied in a study using the DMAIC (define, measure, analyze, implement and control) criteria.

The Effectiveness of Flipped Classroom in Improving Students' Learning Outcomes

An appropriate learning method is a basic way for learners to be able to achieve maximum grades and the achievement of existing learning objectives. The Flipped Classroom method is one of the new methods in Indonesia which can be one of the preferred methods that can be applied in teaching English. Surely, a trial is required to measure its effectiveness. The current study has two purposes, the first one was to determine whether the Flipped Classroom learning method was able to effectively improve student learning outcomes, especially in English lectures. Then, secondly, the purpose was how to apply Flipped Classroom in the classroom. This research is quantitative descriptive research with a quasi-experimental approach, employing a "Pretest – Posttest Non-Equivalent Control Group Design". The current study involved 2 groups, namely the experimental group, taught using Flipped Classroom learning and the control group taught using conventional learning (without flipped Classroom design). It was found that the value of sig. Levene's test is 0.696 > 0.05, indicating that the data variance between the control class and the experimental class is homogeneous. Furthermore, the value of sig. (2-tailed) for the t-test, the value produces a value of 0.000 <0.05, then the decision-making in the t-test is to reject the Ho hypothesis and accept the Ha hypothesis. Thus, it can be interpreted that there is a significant difference between the average N-Gain scores of the control and experimental classes in English Engineering. It can be concluded that Flipped Classroom is effective in improving students' English skills in the topic of Describing Processes, as evidenced by the N-Gain value of 90, 91% which is included in the effective category. In other words, Flipped Classroom is effective to increase the students' scores in the class.

A FOLLOW-UP STUDY OF THE EFFECTIVENESS OF E-LEARNING AND BLENDED LEARNING DURING THE CORONA PANDEMIC

In late 2019, the Wuhan City Health Commission reported mass cases of a mysterious pneumonia in Wuhan, China, which the World Health Organization (WHO) later named the novel coronavirus disease (COVID-19). Within two years, 150 million people were infected and 3 million died (World meter, 2021). WHO has announced safety measures to prevent the spread of the virus, such as frequent hand washing, avoiding touching the eyes, nose and mouth, and maintaining a social distance of 1 meter. Social distance affected both the economic system and societies. The epidemic shut down many economies, shutting down businesses, which ultimately led to mass layoffs and poverty. There was also a major disruption in the education system, as schools, colleges and universities were temporarily closed due to social distancing. Schools were closed in almost 200 countries. Over the last few years, we have seen a huge increase in the use of various technologies to support the learning and training of organizations. For many organizations, online learning is the default choice. The terms e-learning and blended learning are often used interchangeably, which is not a problem in casual conversation. The main difference between e-learning and blended learning is that e-learning takes place entirely over the Internet, while blended learning uses both face-to-face classroom sessions and online learning methods. The main difference between e - learning and blended learning is that e-learning is a learning method that uses only online platforms, while blended learning offers a combination of online methods and traditional face -to-face classroom learning methods. Although teacher instruction is provided in a blended learning environment, teacher instruction is often not provided in an online learning environment. In addition, students must follow self-study and independent learning methods in online learning. In addition, e-learning environments offer students the freedom to choose their own learning pace. This study aims to follow up how online learning effectiveness during this special time. The researchers developed a semi-closed questionnaire based on a 1-0 point scale from 1=yes to 0=no. The items in the questionnaire were based on the attitudes of students, parents and educators about blended learning. The questionnaire contains 5 parts: bio, technological aspect, educational aspect, platforms and applications, Training aspect and Suggestion. The section includes information about whether the respondent is a parent, student or educator. The technology department simulates several technical and technological aspects and the suitability of technical equipment in your home. The training section contains some points about the teaching-learning during e-learning. In the Apps and Platforms section, we consider which platform or program is best for e-learning or blended learning in Iraq. In the education section, many people wonder about the competence of the teacher and the student, and do they need more education. The impact of online learning on education creates new challenges for teachers, parents and students who take online courses that must be quickly overcome. The process of teaching and learning in an online learning environment is different from a traditional classroom and can be more challenging for both teachers and students. For the teacher and the student to succeed in this new learning, it is important to recognize the challenges and consider the best practices of online learning. To understand the difficulties associated with online learning, it is important to define what is meant by the term "e-learning". Clark and Mayer (2011) define elearning as learning delivered through any technology designed to promote learning. Unlike a traditional classroom, teaching and learning are done differently in an e-learning environment, which can create new difficulties for both teachers and students using this e-learning platform. Through technological learning tools, the traditional classroom learning environment has been replaced by online or blended learning, which is drastically changing the face of education. To ensure student success, it is important to consider the difficulties that teachers and students face in an online learning environment.

Effect of using the flipped classroom learning strategy on the technical performance of 100 metres hurdles in female university students

This research aimed to study the effect of using the flipped classroom learning strategy on the technical performance of 100 metres hurdles in female university students. The participants of this study were 24 female students of the second year of the College of Physical Education and Sports Sciences of the University of Baghdad, in the academic year 2020-2021. They were divided into two groups (experimental group and control group), each group containing 12 female students. The intervention program used the flipped classroom learning method in the experimental group, while the control group received the usual method of real-time explanation. The duration of the intervention program was 16 hours, with a total of 8 teaching units of 2 hours, implemented during a period of 4 weeks, at a rate of 2 educational units per week. The results of the experimental group were significantly better than the results of the control group (p<0.05), both in the technical performance of crossing the barrier and in the overall performance of 100m hurdles. In conclusion, the flipped classroom learning strategy significantly improved the technical performance of 100 metres hurdles in female university students.

SOCIALIZATION AND APPLICATION OF THE FLIPPED CLASSROOM LEARNING METHOD IN THE NURSING METHODOLOGY COURSE FOR NURSING STUDENTS OF THE JAYAPURA MINISTRY OF HEALTH POLYTECHNIC

Background: The current conditions are challenging to demand students to play an active role, get high marks, and have good nursing competence. It happens because the learning method is not exactly applied to increasing the interaction of students and lecturers in the classroom. Laboratory practicum is monotonous and carried out in a brief time also affects it. In addition, the lack of learning media makes student learning motivation very low. It has an impact on student passivity. They also do not understand the importance of learning and developing nursing competencies to become professional and dignified nurses. Method: The research design uses a Quasi Experiment. It is a research design with a purposive sampling technique. The purpose of this study was to find out the difference in the level of student knowledge before and after the application of the flipped classroom learning method. It conducted twice observations. They are before and after being given the flipped classroom learning method. The student's knowledge level was measured twice, namely before the flipped classroom learning method was applied (pre-test) and after the flipped classroom learning method was applied (Posttest). The sample in the study was 41 respondents. The research data were analyzed using the Paired T-Test with a significant traffic P value <α=0.05. Result: The results of the research on the application of the Flipped classroom learning method obtained a mean value of student knowledge of 35.36. There was an increase of 51.95 to 87.31, with a p-value of 0.000 <α=0.05. Conclusion: There is an influence of the application of the Flipped Classroom learning method on the level of knowledge of Nursing Students at Health Polytechnic Jayapura. In this research, the researchers hoped that it can be used as an evaluation material and become an effective learning method to increase students' knowledge and learning motivation at the Jayapura Ministry of Health Polytechnic.

Pengaruh Film Animasi Nussa dan Rara dalam Membentuk Karakter Anak Usia Dini

The development of character values ​​can be done through mass media, both print and electronic. Through electronic media such as internet, TV, radio and cartoon media. Within the scope of PAUD, animated video media can be used as a more effective and efficient classroom learning method to develop character values ​​in children. This study aims to determine the effect of the animated film Nussa and Rara in shaping the character of children aged 4-5 years in the bright cheerful early childhood education in Palembang. The method in this study uses the Pre-Experimental method with the type of One-Group Pretest-Posttest Design. The sample used in this study is the class Al children, totaling 10 children. Data collection techniques using observation at the time of treatment to determine the results given. The results of the calculation of the t-test with a level of a(0.05) and dk 10-1=9 and the result of t_count is 14.67. Thus, it can be concluded that t_count > t_table or 14.67 > 2.26 then reject Ho and accept Ha. It means that the hypothesis stating that the animated film Nussa and Rara in shaping the character of children aged 4-5 years in Palembang's smart and cheerful early childhood is accepted as true.

Flipped Classroom in Restorative Dentistry: A First Test Influenced by the Covid-19 Pandemic.

This study compared the success of dental students with flipped classroom and traditional classroom learning in the restorative dentistry course for the first time at the Faculty of Dentistry of Reims during the 2019- 2020 academic year, influenced by the Covid-19 pandemic, and analysed the correlation with students' feelings. The use of an active learning method can improve success during final exams and increase the motivation of students. The same teacher taught half of the restorative dentistry course in the flipped classroom approach and the other half as traditional classroom. For the flipped classroom, students were required to complete their homework online before the face-to-face sessions. An exam at the beginning and the end of the semester was conducted with questions about concepts learned with each learning method. Statistical analysis was performed using a t-test at the 0.05 significance level. A questionnaire on satisfaction was conducted to determine the students' opinion on this new learning method in the flipped classroom compared to the traditional classroom. The flipped classroom learning method enabled students to achieve better results on the final exam, with a statistically significant difference compared to traditional classroom learning. Student responses to the satisfaction questionnaire showed an increase in motivation and interest in the lessons and correspond to the increase in exam success. The use of the flipped classroom for lower cognitive-level activities is more appreciated by students and yields better results than knowledge acquisition in the traditional classroom.

Pembelajaran Jarak Jauh dan Pengaruhnya Terhadap Implementasi Standar Kurikulum Pendidikan Tinggi

The implementation of social distancing policy as one of prevention strategies for Corona Virus Disease 2019 (Covid-19) has been directly impacted public services such as education services. During the social distancing period, the government implemented distance learning policy for schools and higher education as regulated by four Join Miniterials Decree. The shift from classroom learning method to distance learning method influences the Learning Process Standard specifically the Semester Learning Plan. Of eight national standards provided for higher education by Permenristek Dikti No. 44 /2015 regarding National Standard for Higher Education, the standard (c) Learning Process Standard and its component of Semester Learning Plan were significantly affected by the change of the method. By using six distance learning models provided in this investigation, it is discovered that not all the learning plan components affected by the change, depend on the learning model choosen. Significant adjustment are needed for subjects contain practices, laboratory exercise and skill-oriented lessons. While the normative components of the learning plan such as name of department, name of lecturer/teacher, general output and list of reference materials may not need any adjustment.

MEDIA VIDEO PEMBELAJARAN ADMINISTRASI DAN SUPERVISI PENDIDIKAN UNTUK OPTIMALISASI PERKULIAHAN DARING MELALUI METODE PEMBELAJARAN BLENDED LEARNING-FLIPPED CLASSROOM

The Covid-19 pandemic requires lecturers and students to carry out online learning activities in accordance with Surat Edaran Nomor 15 Tahun 2020 concerning Pedoman Penyelenggaraan Belajar dari Rumah dalam Masa Darurat Penyebaran Covid-19. Changes in using technology to modify media and learning methods need to be implemented, including in Administrasi dan Supervisi Pendidikan subject at the Program Studi Manajemen Pendidikan, Cenderawasih University, in implementing learning video and Blended Learning- Flipped Classroom (BLFC) learning method. The purpose was to implement instructional video and Blended Learning-Flipped Classroom learning method for Administrasi dan Supervisi Pendidikan students. The method used was the implementation of making learning video and Blended Learning-Flipped Classroom learning method, giving pretest and posttest and distributing questionnaires as data collection results from the implementation. The results showed that there was a positive response from students through learning beforehand using asynchronous learning videos and conducting synchronous discussions which were collaborated using the cognitive realm of Bloom's taxonomy in order to realize a directed and structured learning process. This response was supported by the results of the pretest and posttest showing an increase in understanding by 23 percent and also 90 percent of students suggesting to continue using learning videos in online learning.Keywords: Covid-19; online learning; Learning Video; BLFC

Difference between Traditional and Non-traditional Learning Methods in Virtual and Real-world Environment

The advancement of information and communication technology in 21st century is introducing new way of learning. The physical classroom learning method is very effective and a prevailing type learning. The main objective of the study was to explore the impact of non-traditional method of education in undergraduates. The main objective was to study the general impact of traditional learning method among students. The researcher had used the social survey method of research for data collection and researcher had used simple random sampling. The researcher had selected 60 respondents from Bahauddin Zakariya University Multan and 40 respondents from Virtual university Multan campus. Online learning saves time 88.3% real class students said that yes it saves time and 92.5% virtual learners agree that it saves time. The online learning reduced the dependency of place 70% traditional students were agreed this and 80% virtual students said that it reduced the dependency of place. Virtual learning is beneficial for both learning and job together 80% traditional students said yes, it is beneficial for both and 90% virtual students had also same views.Recently, use of information communication technology has been increased in our educational institutions. Due to this advancement in technology has made physical and virtual learning more effective for learners.

BLENDED LEARNING AND FLIPPED CLASSROOM, TRENDS OF LEARNING METHODS DURING THE COVID-19 PANDEMIC

Blended learning is a learning method that uses slices of online learning systems (online) and face-to-face learning through video conferences. Flipped Classroom is a reverse classroom learning method, in which the teacher presents recorded material in the form of audio, video, presentation slides online on YouTube so that students can access and study before activities in class in the form of question and answer sessions, discussions. exercise, or other learning activities. This study aims to: (1) describe the classification of teachers application of the blended learning method in Islamic Educational Institutions, (2) describe the teacher's implementation/application of the flipped classroom learning method in Islamic Educational Institutions. The method used in this research is descriptive research with a quantitative approach. The object of research is the application of blended learning and flipped classroom in Islamic Education Institutions. The subjects to be studied are teachers at Madrasah Aliyah Negeri 3 Banjarmasin in the application of blended learning and flipped classrooms. Data collection using a questionnaire sheet. Data were analyzed using percentage analysis and classification of the application of blended learning and flipped classroom. The results of the study are (a) the frequency of application of blended learning in the classification: traditional 0 (0%), web facilitated 9 people (32%), blended 9 people (32%), and online classification 10 people (36%); (b) the frequency of application of the flipped classroom is 15 people (57%) and the traditional classroom is 12 people (43%).

The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

<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>