The impact of flipped classroom on the level of learning and satisfaction with teaching method in electrical engineering students of Islamic Azad University

Today, one of the common learning problems among undergraduate students is their passive role in the traditional method of lecturing. However, they welcome their participation in the learning activities as a supplementary method. Flipped classroom is one of the student-centered approaches that has been introduced recently. The purpose of this study was to investigate the effect of flipped classroom on the level of learning and satisfaction with the teaching methods in electrical engineering students of the Islamic Azad University. This paper was a semi-experimental study and the study participants included 40 electrical Engineering students. The study participants were recruited through the convenient method of sampling and randomly divided into two experiment (i.e. flipped classroom’s students) and control (i.e. traditional classroom’s students) groups. The data were gathered through the mid-term and final tests to evaluate their learning level along with a self-administered questionnaire to determine their satisfaction with the method of teaching. The data were analyzed using the SPSS software. The findings revealed that there was no significant difference between the mid-term mean scores belonging to the experiment and control groups. There was, however, a significant difference between the final mean scores of both the experimental and control groups. In addition, the students’ satisfaction score was higher in the experiment group compared with the control group.