the effectiveness of the flipped learning approach on classroom perception and academic attitude in university students

Background: traditional lecture-based teaching methods are prevalent in universities, but there’s a growing interest in exploring alternative approaches. flipped learning (fl) is one such method, where students learn the core material independently before class, allowing in-class time to focus on active learning activities. this study aimed to examine the effectiveness of fl on classroom perception and academic attitude among university students. methods: the research employed a quasi-experimental design with a pre-test, post-test, and control group. the target population for this study was female counseling students at farhangian university in ahvaz, iran, in the year 2021. a convenience sample of 40 students enrolled in the statistics course was selected. participants were randomly assigned to either the fl group or the control group (n=20). data were collected using the classroom perception and academic attitude questionnaires. the intervention group received the fl program in eight 120-minute sessions once a week, while the control group received traditional instruction. data were analyzed using analysis of covariance (ancova) in spss-22. results: the findings revealed a significant difference between the fl and control groups in terms of classroom perception and academic attitude (p<0.001). fl significantly improved classroom perception and academic attitude in university students compared to the control group (p<0.001). conclusion: the findings of this study demonstrate that fl can effectively enhance classroom perception and academic attitude among university students.