Conclusions
This study aimed to evaluate the impact of the flipped classroom method on the subjects compared with traditional teaching methods from two different views: one the impact of FCM on students’ academic achievement and other impact on the students’ performance and attitude perception. After analyzing the results, some conclusions can be raised:There were no statistically significant differences between the pretest and posttest scores between the FCM group and the traditional model group. The explanation for that, maybe due to the FCM was a new experience for group A (FCM group) hence they are facing this new approach for the first time in their education, and time was very short for preparation. However, the students’ opinion towards the FCM was positive and they were satisfied with the model because they had participated well in-class activities, feel more motivated, and had good interaction with classmates and the teacher. Furtherly, the majority of the students’ performance and attitude rates increased by using FCM. Moreover, not only were students affected by FCM only but also became better in performance and attitude because they had an opportunity to interact and communicate with their instructors and peers in class and be more engaged by this new method. Finally, more than 90% of students were more interested to learn in flipped classrooms and meeting learning targets. So, without consideration of the test scores, FCM is maybe better than the traditional one. i.e. in short, the FCM appears more on students learning activities than on the grading tasks . Future research should concentrate on the challenges that the FCM faces and the best way to overcome these challenges.