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June 30, 2026Active Learning in Higher Education

Student Perceptions of Flipped Learning in STEM Courses

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Authors

CGC. GopalanSouthern Illinois University EdwardsvilleASAthavan Alias Anand SelvamIndian Institute of Science BangaloreCBCharlie BlakeYahoo (United Kingdom)

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Implication

Quasi-experimental study examines flipped learning perceptions among diverse STEM students, revealing demographics influence engagement.

Key Points

  • The study aims to explore student perceptions of flipped learning in STEM courses and identify demographic influences on these perceptions.
  • Longitudinal quasi-experimental design tracking flipped learning implementation over 4 years.
  • Sample of 1,466 STEM students provided feedback through end-of-course surveys.
  • Data analyzed using ordinal logistic regression to assess the impact of gender, race/ethnicity, institution type, and academic level.
  • Male respondents reported higher confidence in flipped learning.
  • Nonbinary students strongly endorsed flipped learning benefits across various metrics.
  • Female students noted higher engagement and favorable classroom environments, while Asian students exhibited the highest positive perceptions.

Cite This Study

Gopalan et al. (2026) studied this question.

synapsesocial.com/papers/6a435c8c759b888809a52fb1https://doi.org/10.1177/14697874261457090
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