The Impact of the Use of Flipped Classrooms and E-Learning Strategies on Academic Achievement and Student Satisfaction

Abstract

The purpose of this study was to identify the impact of the use of flipped classrooms and e-learning strategies in teaching the scientific research unit on the development of achievement and student satisfaction. The researchers used the semi-experimental curriculum to identify the impact of E-learning and flipped classroom strategies in teaching first-year university students.   

The study sample consisted of 106 students divided into two groups, the first being made up of 59 students taught using e-learning and the second being made up of “47” students studying using flipped classrooms. The researchers prepared the content of the scientific research unit to fit the e-learning and flipped classroom strategies. The researchers also prepared a test on the scientific research unit as well as a measure of satisfaction with the use of e-learning and flipped classroom strategies in teaching.

The results of the study show that the level of student satisfaction who used the e-learning strategy was acceptable on average (1.85) and the level of student satisfaction who used flipped classroom strategy was also acceptable on average (1.81). Besides, the results indicate no statistically significant differences between students' levels of satisfaction that used e-learning and flipped classrooms. The results also show a statistical difference in students' achievement levels in favor of the post-test for students who used the e-learning strategy and students who used the flipped classroom. There were also no statistically significant differences in the level of the post-achievement test due to the different learning strategies used. The study concludes with providing some recommendations and suggestions.