Author(s): Bouchra EL Kemma

Abstract: In traditional academic settings, professors have historically relied on delivering lectures during class time, while students take notes. In recent years, the flipped classroom has gained prominence as a modern pedagogical approach that presents an alternative to traditional classrooms. However, despite its potential benefits, this approach also comes with its own set of drawbacks. In today's digital age, where students are deeply engrossed in their mobile phones and computers, the effectiveness of the flipped classroom model is called into question. This paper aims to delve into a comparative bivariate analysis of two teaching methods: the flipped classroom and the traditional classroom, with a specific focus on exploring their potential emotional impact on students within the classroom setting. Results indicate that students exhibit reluctance to take responsibility for their learning, leading them to favour the traditional educational system over flipped classrooms. Today's students encounter various challenges, including excessive use of the internet and mobile devices, which can result in diminished preparedness for class. The successful implementation of the flipped classroom model relies on students taking part in activities like independently reviewing pre-class learning materials and actively participating in classroom discussions.

Keywords: flipped classroom, traditional classroom, students’ academic performance, pre-class learning materials, teaching method, traditional teaching.

Article Info: Received: 12 Aug 2024; Received in revised form: 09 Sep 2024; Accepted: 15 Sep 2024; Available online: 22 Sep 2024

DOI: 10.22161/ijels.95.12