Improvement in Student Achievement through a Flipped Database Management Classroom: Shifting from Passive Traditional to Active Learning
The current study aimed to investigate the effect of using the
flipped classroom instructional method on students? academic achievement compared to the traditional instructional method. The data were collected from 52
undergraduate male and female students enrolled in a course in database management at a Jordanian public university. The results of 2-way ANOVA revealed
a statistical significance main effect on students? overall achievement due to the
flipped classroom instructional method. The results of 2-way ANCOVA also
revealed a statistical significance main effect on students? overall achievement
due to the flipped classroom instructional method after controlling for each of the
student?s GPA, and the student?s average interaction covariates.