The Impact of Flipped Classroom on Student Learning in Higher Education Institutions in the Middle East
This research examines how flipped classroom (FC) instruction affects the academic results of university students throughout the Middle East. FC teaching pedagogy is one of the relatively new innovative teaching pedagogies that have benefited from the latest technological advancements and emerged as a potential replacement for traditional classroom teaching pedagogies. Based on activity theory, this investigation used two sections from a human-computer interaction course in the Computer Information Sciences department to conduct its quasi-experimental research design. The research included one traditional teaching approach alongside an FC methodology. The assessment of student achievement relied on moderated examinations that measured individual Course Learning Outcomes (CLOs). The research shows that students who learned through an FC approach achieved better results than traditional education methods (p = 0.007), scoring 81.25 on average versus 74.25, respectively. Scores measuring CLO3 (81.25) in the FC group exceeded those of CLO2 (79.85) with statistical significance (p = 0.011). The traditional section showed no meaningful differences between CLO2 and CLO3 results. The study demonstrates that FC tools, student-centered activities, and educational technology mediate student learning outcomes. The research demonstrates that FC pedagogies offer superior results to traditional teaching models by enhancing student learning achievements and study participation. The research provides essential quantitative findings supporting FC integration within Middle Eastern higher education institutions.