Flipped versus traditional learning in science: A comparative study

The purpose of this paper is to compare the effectiveness of using the flipped learning method against traditional teaching, with active learning techniques, in physics and mathematics. The study was conducted on 100 middle and high school students who were first subjected to traditional learning (control group) and then subjected to flipped learning (experimental group). In order to check the effectiveness of the two methods, the students were submitted to an evaluation test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test was used for continuous variables. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.