Shifting From Traditional Methods to Flipped Learning on Students’ Performance: Evaluating Learning Outcomes

Abstract

The flipped classroom model has gained recognition as a progressive teaching method aimed at enhancing student engagement and academic success. By moving traditional lecture-based content outside of the classroom, students are encouraged to independently explore instructional materials before attending class. This study investigated that how shifting from traditional methods to flipped learning impact student’ performance : evaluating learning outcomes specifically focusing on English department students at  Samtah College. The study focused on the strategies reserved class time for hands-on learning, group discussions, and collaborative problem-solving activities. The model emphasizes active, student-driven learning, fostering greater responsibility for their educational development. A mixed-method approach was used to collect data on students’ participation in flipped learning activities and the challenges they faced.

The findings indicate that the instructional approach leverages a range of digital resources, including video tutorials, online readings, and interactive content designed to suit various learning styles. Classroom activities are structured to promote deeper understanding through exercises such as case studies, peer discussions, and project-based learning. The model’s flexibility supports students working at their own pace while maintaining a guided framework for academic growth. The study also revealed that students encountered challenges such as Inadequate instructions, lack of support at home, and students from low-income households negatively impact students’ academic performance. The study presents preliminary findings, recommendations, and suggestions based on the identified solutions.