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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 two-way ANOVA revealed a statistical significance main effect on students’ overall achievement due to the flipped classroom instructional method. The results of two-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.
Husain et al. (Tue,) studied this question.