Evaluating the Effectiveness of the Flipped Classroom Approach in Enhancing Students’ Academic Achievement and Fostering Higher-Order Critical Thinking Skills

Abstract

In comparison to traditional instruction, this study assessed how well the flipped classroom (FC) approach fosters higher-order critical thinking skills and improves students' academic achievement. Sixty students were split into experimental and control groups using a quasi-experimental design. While the control group listened to traditional lectures, the experimental group used pre-class multimedia materials and took part in interactive, problem-solving exercises during class. Using achievement tests that were in line with Bloom's taxonomy, academic achievement was evaluated at the knowledge, comprehension, and application levels. The findings showed no discernible difference in knowledge level, but students in the FC group performed noticeably better than their peers in terms of understanding and application as well as overall achievement. These results imply that although traditional instruction is still useful for fact recall, the flipped model has a greater influence on encouraging critical thinking, deeper comprehension, and knowledge application. The study suggests using flipped strategies, especially in subjects where understanding and application are prioritized.