Title: Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia
Authors: Mahdi M. Alamri
Addresses: College of Education, Education Technology Department, King Faisal University, Alahsa, Saudi Arabia
Abstract: This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The results indicated a statistically significant difference in students' academic performance for the flipped classroom group. Additionally, almost all students had a high level of satisfaction in the flipped classroom and generally enjoyed learning in the flipped classroom environment. Online materials, peer discussions and the instructor's role were fundamental elements that produced high-quality learning and active learners. However, few students reported some issues that considered as the main obstacles encountered by some students, which were the week computer skills and time-consuming tasks. This study's implications and recommendations for further research are discussed.
Keywords: academic achievement performance; satisfaction; flipped classroom; higher education.
International Journal of Technology Enhanced Learning, 2019 Vol.11 No.1, pp.103 - 119
Available online: 06 Nov 2018 *Full-text access for editors Access for subscribers Free access Comment on this article