Students In Experimental Group Research Articles

Comparison of the effect of a mother self-help group and a psycho-education for children group on coping with aggression in primary school children

ABSTRACT The purpose of this study is to investigate the effects of a self-help group consisting of mothers with children exhibiting aggressive behaviors and a psycho-education group involving children displaying aggressive behaviors on children’s aggression behaviors. Three groups were included in the study. The groups are consisted of child psycho- education group (experimental group 1), mother self-help group (experimental group 2) and child control group (control group). The students in experimental group 1 were administered an 8-session psycho-education program for coping with aggression. Participating children were aged 9–10 years. The self-help group was formed with the mothers of children in the experimental 2 group. The control groups received no interventions. The students’ aggression levels were determined using the Aggression Questionnaire, which was developed by Buss and Perry and adapted to Turkish by Can (2002). Children’s aggressive behaviors were mainly determined as physical aggression (hitting others, fighting, throwing pencils) and verbal aggression (threatening, shouting loudly). The questionnaire was administered as pre-test, post-test, and follow-up measurements to the experimental and control group students. In comparison to the psycho-education group, the self-help group conducted with mothers was found to be more effective in reducing aggression. When the post-test and follow-up scores of the psycho-education group and the control group were analyzed, although there was very little increase in the scores, a significant increase was reported in the follow-up scores of the self-help group. This finding indicates that the effect of efficient help could diminish in extraordinary circumstances.

Impact of artificial intelligence-enhanced debriefing on clinical skills development in nursing students: A comparative study

BackgroundThe integration of artificial intelligence (AI) in nursing education offers promising avenues to enhance students’ clinical learning. This study explores the impact of AI in simulation debriefing on students’ clinical development. MethodologyForty nursing students were recruited and randomly assigned to two groups: an experimental group receiving AI-assisted debriefing and a control group receiving debriefing without AI. Simulation sessions were recorded and analyzed using AI technologies to provide personalized feedback to the experimental group students. ResultsThe AI-assisted debriefing group showed a significant improvement in confidence, knowledge and skills, and satisfaction compared to the control group. Additionally, increased active participation and critical reflection were observed in the experimental group. ConclusionThe integration of AI in nursing simulation debriefing demonstrates significant potential to enhance student learning.

Study Through Memes: Using Memes as a Teaching Tool in Anatomy

Introduction: The popularity of internet memes these days, especially amongst young generation raises a question, whether memes can be used for enhancing interest and learning of students in lectures or not? This study shows the effectiveness of memes as a teaching tool in Anatomy subject. Aims and Objectives: To determine the effects of using memes as a teaching tool in order to enhance interest and understanding of students. Place and Duration of study: The study was conducted at Akhtar Saeed Medical and Dental College over 6 months duration between June to December 2023 Material and Methods: A group of 100 students was selected and divided into two groups. Both groups were taught using traditional method. A pre-experiment test related to musculoskeletal system was conducted. Then in revision classes the experimental group reinforced the concepts through power points presentations in which the memes were incorporated. A post experiment test of anatomy was taken from both groups A self-constructed survey was also conducted to register the students’ experience regarding memes. Statistical analysis was done using SPSS version 27 paired T-test, for comparison of means in both groups pre and post experimental test scores . P value ? 0.05 was considered as significant. Results: Results of the test taken before the experiment showed that students of both control and experimental group had equal level of understanding of the topic p value ? .217, but the results of the pre and post experimental test of the experimental group showed significant difference. (P value ? 0.018) signifying their improved understanding of concepts. The survey results showed that memes can be used as a vector to enhance students’ participation, interest, attention span and ability to memorize concepts. Conclusion: Memes are an effective tool for teaching anatomy. Similar research can be done in other subjects too.

Impact of Out-of-School Educational Environments on the Creative and Spatial Thinking Skills of Gifted Students

The importance of educating gifted children is steadily increasing. The education of these pupils, who are seen as future of the societies, should be encounter to meet their needs. Our study aims to provide the desired learning oucomes without getting bored in fun environments with activities that will attract the attention and increase the motivation of gifted pupils in different locations outside the school. Additionally, it was studied whether there were differences about their creative and spatial thinking abilities with the activities prepared for this education. Our study was conducted using the ‘Pre-Test and Post-Test Experimental Design with Control Group’. Our sample involves experimental group of 21 pupils and control group of 21 pupils in the 6th grade studying at Konya Science and Art Center. The lesson plan of 8-week (32 hours) about museum-based art education was prepared and implemented for experimental group for 4 hours in a week. The control group was trained based on the National Education curriculum. The “Torrance Creativity Test” to decide creativity abilities and the “Mental Rotation Test and Paper Folding Test” to decide spatial thinking abilities were appealed before and after the experimental process for the experimental group, before and after curriculum works for the control group. The comparative effects of the discrepancies between the post-test and the pre-test results were examined to determine whether or not the program applied was effective in the development of students with the collected data. In our study, it was observed that museum visits and activities prepared by enriching the creative and spatial thinking abilities of gifted students were effective in improving students’ creative and spatial thinking abilities. When the experimental group students had fun with museum visits and activities, they concretized objects and reached the application area by seeing and touching. It was observed that the creativity abilities and spatial thinking abilities of the control group pupils could not be developed with classical educational plans.

The role of bell work assignments in expanding EFL learners' vocabulary breadth

The expectations from the teachers have transformed radically in the 21st century, which necessitates using all moments of the lesson efficiently. In this regard, bell work assignments take precedence to make students revise previous topics as a warm-up activity while the teacher is completing official procedures such as attendance, writing lesson plans on the board, or preparing extra teaching tools. Although numerous studies have been conducted to measure the effectiveness of bell work assignments on a global scale, primarily in the USA, a gap in the literature has been realized in the Iraq context for EFL learners at the tertiary level. To this aim, 40 freshman students who were studying in the IT department at a private university in Erbil, Iraq, were chosen via snowball sampling to represent the experimental or control group. Experimental group students received their instruction with a bell-work-enriched format, whereas control group students followed the curriculum in an orthodox format. The data collection lasted 12 weeks in the spring semester of the 2022–2023 academic year in the Academic Debate and Critical Thinking course. Gathered data through vocabulary exams, interviews, and questionnaires revealed that bell work assignments offer tremendous opportunities to enhance vocabulary knowledge and develop problem-solving and critical thinking skills, apart from increasing motivation and concentration. The findings of this study can have practical implications for stakeholders who contemplate that bell work assignments can be used efficiently as a formative assessment instrument on a global scale.

The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills

This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results.

Effect of Gender on Office Technology and Management (OTM) Students’ Academic Achievement and Retention in Record Management in Polytechnics in Anambra State, Nigeria

The study determined the effect of gender on office technology and management (OTM) students’ academic achievement and retention in record management in polytechnics in Anambra State, Nigeria. The study was quasi-experimental research which specifically used the pretest, posttest nonequivalent control group design. The population of the study was 6,213 Ordinary National Diploma (OND) and Higher National Diploma (HND) offering OTM in Federal Polytechnic Oko, Anambra State and the sample size was 347 OTM students. The instrument for data collection was Record Management Achievement Test (RMAT) extracted from second year OND AND HND past questions from 2019-2023. RMAT was administered to OTM students in both experimental and control groups. Test-retest method was used to establish the reliability of the instrument and data were analyzed with Pearson Product Moment Correlation coefficient which yielded 0.86. Mean was used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. The SPSS version 21.0 was used for analysis. Findings revealed that male performed better than their female counterparts in record management and also there is no statistically significant difference on the pretest and posttest mean retention scores of male and female office technology and management students’ in record management. Based on the results and discussions of the findings of the study, the researchers are pertinent that students’ academic achievements in record management are not influenced by gender. It was therefore recommended among others, that record management teachers should endeavor to give female and male students equal opportunities in the classroom.

The effect of environmental health education on microplastic pollution awareness.

The aim of this research is to investigate the effect of environmental health education given at the ninth-grade level on the microplastic pollution awareness level of students. This pretest-posttest experimental study with a randomized control group was conducted between 2022 and 2023 in three high schools in a province in eastern Turkey. The sample of the study consisted of 90 ninth-grade students (experimental group: 45, control group: 45), and the sample magnitude was determined by power analysis. Tools such as the "Personal Information Form" and "Microplastic Pollution Awareness Scale (MPAS)" were used to collect data. Training was given to the experimental group as a nursing intervention in a total of four sessions at 15-day intervals. No intervention was applied to the individuals in the control group. While no significant difference was observed in the MPAS total score in the control group according to the pretest and posttest mean scores, a significant difference was observed in the MPAS total score in the experimental group (p<0.05). When the posttest mean scores of the experimental and control groups were examined, it was observed that the posttest mean scores of the experimental group were higher than the posttest mean scores of the control group and there was a statistically significant difference (p<0.05). It was observed that the microplastic pollution awareness level of the experimental group students who received environmental health training increased significantly. The issue of environmental health should be integrated into the education curriculum in schools and students' awareness levels should be increased.

The impact of advance organizers in virtual classrooms on the development of integrated science process skills.

Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students' outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students' integrated science process skills. The present study was applied to 64 students who were studying for their Master's degree in the vocational education techniques in the "Research Project" course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students' skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants' integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

Design and fabrication of silicone cleft lip simulation model for personalized surgical training

Purpose of the studyTo elucidate the design and fabrication methodologies employed in creating a personalized cleft lip simulation model, primarily intended for enhancing surgical training and diverse applications. The research further seeks to assess the viability of integrating this simulation model into undergraduate oral experiments and instructional settings. Study designFacial data from individuals with cleft lip conditions were acquired using a scanner. Subsequent stages involved reverse engineering and the utilization of 3D printing technology to generate a cleft lip silicone simulation model. The molding process entailed injecting the silicone into a polylactic acid mold. The study enrolled 53 undergraduate students majoring in dentistry, who were randomly assigned to either a control or experimental group. A dedicated instructor guided each group independently, employing a combination of multiple-choice tests and surveys to gauge real-time evaluations and discern inter-group disparities. Results and conclusionsThe study successfully designed and produced a personalized cleft lip simulation model, demonstrating notable efficacy in the context of cleft lip experimental teaching. Statistical analysis revealed a significant difference (P<0.05) in the scores of the experimental group students on multiple-choice questions pertaining to cleft lip surgical procedures. Survey outcomes indicated that the experimental group students exhibited higher confidence levels in cleft lip surgery, as reflected in their responses to relevant questions, compared to the traditional group. These differences were statistically significant (P<0.05). The simulation model developed in this study emerges as a reliable and cost-effective training and teaching tool for cleft lip surgery.

The Transformative Power of AI Writing Technologies: Enhancing EFL Writing Instruction through the Integrative Use of Writerly and Google Docs

AI technologies transform language instruction by offering feedback, support, and guidance to students, ultimately leading to a more effective and efficient learning experience. The present study investigated the impacts of integrating Writerly and Google Docs to enhance EFL writing instruction. It also assessed students’ perceptions towards using these AI technologies. The study employed a quasiexperimental pretest-posttest two-group design. It used a mixed-methods approach, utilizing tests, questionnaires, focus group discussions, and teacher diaries to gather data from a sample of 92 randomly selected participants. In the experimental group, students enhanced their writing skills through the integration of Writerly and Google Docs, while the control group students received instruction using the traditional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The results confirmed that the integration of Writerly and Google Docs AI technologies, significantly improved EFL writing instruction, as evidenced by a statistically significant difference in writing performance between the experimental and control groups. Hence, students who learned through the integration of Writerly and Google Docs showed improved writing performance as they were able to produce essays that effectively addressed task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy, whereas those who learned through the conventional method were less effective in producing quality essays. The findings also revealed that the experimental group students had positive perceptions towards integrating Writerly and Google Docs because they found these AI writing technologies interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, material designers, teachers, and students pay due attention to Writerly and Google Docs.

Implications of AR Modules on Geometry Conceptual and Procedural Knowledge among Primary School Students

Looking at the weakness of students in learning geometry, a study was conducted on using modules with augmented reality technology for primary school students. This study aims to identify the effectiveness of using such modules on students’ conceptual and procedural knowledge in geometry, particularly for Year 4. A random sampling of students was conducted to determine the experimental group of students who studied using modules with augmented reality. In contrast, the control group studied with traditional module methods. Fifty-nine students were involved in this study, with 29 in the experimental group and 30 in the control group. The study results analyzed by ANCOVA showed that the conceptual and procedural scores of the experimental group students were significantly better than the control group students in the post-test and the delayed post-test. Using modules with augmented reality benefits students’ conceptual and procedural knowledge in learning geometry. This study indirectly allows students to learn geometry concepts through an augmented reality technology approach with smart devices. Students also have the opportunity to learn through a student-centered approach and collaborative learning strategies while using augmented reality applications in learning. Simultaneously, using this technology is an innovation that also benefits teachers and stakeholders.

Information Visualization on the Reading Comprehension for Elementary School Students in Malaysia

Visualization strategies are strategies that utilize images to help strengthen the students' understanding of reading comprehension. Through this strategy, students will describe the meaning obtained from the text in the form of rough sketches. The use of these images allows the students to be more focused on the continuation of reading because they understand the meaning more clearly. This study aims to investigate the impact of information visualization techniques on reading comprehension performance among elementary school students in Malaysia. The study adapted quantitative study through a quasi-experimental design and survey questionnaire. 300 students from Standard 4 to Standard 6 (10 to 12 years old) were chosen as the participants of the study. They were divided into Experimental Group (n=150) and the control Group (n=150). The experiment has been done in 2 classes per week, in a total of 6 weeks. The participants in the Experimental Group were taught reading comprehension using visualization technique, while the students in the Control Group were taught using conventional method. The reading comprehension score for all the students were recorded both in pre-test and post-test. After the experiment, the students in Experimental Group were asked to answer a set of questionnaires. The finding shows that the student in the Experimental Group has higher increment in terms of their reading comprehension score compared to the students in the Control Group after the experiment. Statistical analysis of Pearson correlation found a very weak significant positive correlation between visualization technique and reading comprehension score (r=0.188, p&lt;0.005). The analysis of Multiple Linear regression also shows that visualization technique has a small effect only on the reading comprehension score (R2=.275, R2Adj=.233, p&lt;0.001). It was also found that there is a significant difference on the information visualization technique on the reading comprehension score based on gender. The study concludes that there are other factors that affect the students’ level of reading comprehension such as the students’ cognitive ability, and the environment of study, in which visualization technique is only a fraction in improving the reading comprehension.

The effect of flipped learning on nursing students' Asepsis knowledge and learning skills: A randomized controlled study

AimThis study was conducted to evaluate the effect of the flipped learning model on nursing students' asepsis knowledge and learning skills. BackgroundThe flipped learning model enables students to pursue their learning with online support whenever and wherever they want. Students have the responsibility for their learning activities. The flipped learning model is an effective method to improve nursing students' knowledge and skills related to the principles of asepsis with online innovative approaches. DesignThis study has a pre-test post-test open-label, randomized controlled design. MethodThe study sample consisted of 107 first-year nursing students randomized into experimental (n = 53) and control (n = 54) groups. The experimental group students were trained utilizing the flipped learning model. The data were collected through the "Descriptive Characteristics Form of Nursing Students ", the "Principles of Asepsis Knowledge Test" and the " Self-directed Learning Skills Scale". ResultsIt was determined that the post-test knowledge score of the experimental group was statistically significantly higher (p=0.000) than the control group and the median of the retention test knowledge score was statistically significantly higher (p=0.000) than the control group. There was a statistically significant increase (p<0.05) in the median score of the self-directed learning skills scale "self-control" sub-dimension of the experimental group. ConclusionFlipped learning increased nursing students' knowledge related to the principles of asepsis and enabled them to take responsibility for learning. This model had a positive effect on students' higher order thinking skills such as critical organization and decision making. It is recommended to use the flipped learning within the scope of nursing education and especially in gaining basic skills. Tweetable abstractA success in today's education; flipped learning

Tech-Enhanced Learning

The current study uses the lens of Robert Gagne’s nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module’s effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields.

Analysis of the Mental Workload Generated by Learning Experiences Through Augmented Reality and Virtual Reality in Students of Regular Basic Education

Objetive: To analyze the mental workload produced by immersive learning experiences through augmented reality (AR) and virtual reality (VR).   Theoretical framework: This section presents the main concepts and theories that support the research. The theory of cognitive mental workload includes dimensions such as Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, providing a solid foundation for understanding the research context.   Method: The methodology used for the research follows a qualitative quasi-experimental approach. The selected population consisted of 100 students, from which 2 groups of 50 members each were randomly selected using simple random sampling, experimental and control groups. Seven learning sessions were developed in the Social Sciences area. The experimental group experienced learning activities involving AR and VR, while the control group underwent traditional sessions. The experimental group students faced tasks related to navigation, movement, manual interaction, information processing, search, storage, and decision-making. The standardized NASA-TLX (Task Load Index) instrument, comprising 6 dimensions: Frustration, Performance, Effort, Physical, Mental, and Temporal Demand, was used for analysis.   Results and conclusion: The results show that experimentation with AR presents a moderate mental workload, while experimentation with VR presents a significant mental workload, compared to students who did not participate in AR and VR experiences, who did not present mental workload in the development of their activities.   Research implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of mental workload. These implications may encompass frustration, performance, effort, physical, mental, and temporal demand.   Originality/Value: This study contributes to the literature by showing how mental workload directly influences academic performance and learning effectiveness, as excessive levels of workload can negatively affect attention and information retention.

“The improvement of Iraqi Non-specialist learners' writing motivation and performance through the blogging technique: A Case Study”

 The current study probed the impact of the blogging technique on Iraqi non-specialist students' writing motivation and competence to provide further insight into the value of weblogs in learning contexts. Convenience sampling was used to choose 50 Iraqi non-specialist students from two intact university courses to participate in the study. Next, 25 students were assigned to the experimental group, while 25 students were assigned to the control group at random. In the procedure of instructing writing skills, the experimental group's students used blogs to publish their homework, while the control group was given conventional instruction without utilizing blogs or any additional technology. Data were collected using a pretest along with a posttest that consisted of the L2 writing motivation measure and the IELTS tests for writing. The results shown that while the two groups’ writing skills and motivation increased, the blog group's students outperformed the control group, indicating the use of the blogging procedure in instructing significantly improved the writing skills and motivation of non-specialist students. Such results can have important ramifications for teachers who teach non-specialist students.

The effectiveness of an Enrichment Program in Enhancing Security Awareness among Tenth Grade Students in the Sultanate of Oman

The study aimed to reveal the effectiveness of a proposed enrichment program considering the dimensions of community security in enhancing security awareness among tenth grade students in the Sultanate of Oman and their attitudes towards it. The researchers used the quasi-experimental method. They designed the enrichment program, a measure of security awareness, and a measure of students' attitudes. After verifying the validity and reliability of them, they applied them to the study sample. Then, statistical processors were performed. The results showed that there were statistically significant differences in the post application of the security awareness measure, in favor of the experimental group. Also, there were statistically significant differences between the pre and post application of the experimental group in favor of the post application. This means that the enrichment program is effective in enhancing security awareness among the students of the experimental group. The results also showed an increase in the attitudes of the experimental group students towards the enrichment program. Considering that, the study recommended benefiting from what was included in the enrichment program in developing Islamic education curricula and enhancing them in terms of community security and, in addition, benefiting from the program in enhancing security awareness among tenth grade students.

Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study

AbstractUnderstanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students’ academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning method into a medical English course by using an active learning strategy supported by a Metaverse-based environment. Therefore, the present study aims to compare the synchronous online flipped medical English classroom supported by a Metaverse-based platform and the conventional medical English classroom supported by the synchronous distance education and to examine the effectiveness of Metaverse-powered synchronous online flipped learning on medical students’ academic achievement. For this purpose, a mixed method was used to conduct the study. A quasi-experimental design was adopted for the quantitative dimension of the research. The students in the experimental group engaged in the activities with the help of the Spatial AR environment, a Metaverse platform enhanced with three-dimensional (3D) objects and allowing peer interaction, In the qualitative aspect of the study, the data were collected through a focus group interview, in which a semi-structured interview form was used. The participants of the study consisted of 100 first-year medical students at a state university in Türkiye. The results revealed that the experimental group students outperformed the control group students regarding academic achievement. In addition, the mean score of male students was higher than that of female students in the experimental group. As a result of the qualitative data analysis, eight themes emerged from the created codes. Students stated that learning medical English through the flipped classroom supported by Metaverse-based technology was enjoyable and that it increased their interest. Regarding learning outcomes, the most prominent benefits were permanent learning, comprehending the subject easily, deep learning, and embodying abstract concepts. Concerning language skills, students expressed that synchronous online flipped learning assisted by Metaverse-based technology helped develop their reading and listening skills as well as to learn new vocabulary. On the other hand, some students reported negative thoughts about the Metaverse platform due to technical problems and about flipped classroom activities because they found some of them time-consuming. The present study suggested that synchronous online flipped medical teaching model assisted by the Metaverse could positively affect the academic achievement of students. However, it is recommended to investigate the most effective practices that will meet the needs of students in different contexts.