abstract
- Enhanced academic performance of flipped classroom (FC) was investigated by comparing the technique with traditional teaching (TT). Four professors taught two sections of a course in two different groups using FC and TT; the total sample was 155 students who were given a test after teaching a new topic following a different technique in each group. Additionally, students responded to a questionnaire about their perception of FC and TT. The collected data was analyzed with ANOVA and paired t-student analysis. Test results and student perception analysis demonstrated that both teaching techniques were statistically comparable in learning results. Thus, even when FC does not enhance learning, it is a pedagogical strategy that aids students in comprehending the new topics they encounter during their professional training. The research demonstrated that the complexity of the teaching-learning process is influenced by multiple factors such as professors, didactic techniques, and topics. Thus, the standardization of teaching is a complex process that requires further study. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.