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Norouzi Larsari V. A Quantitative Study of the Impact of Flipped Learning Classroom (FC) on EFL Sixth Grades Students’ Grammar Achievement in E-Learning Context. JCALS 2024; 1 (2) : 7
URL: http://cals.gonbad.ac.ir/article-1-49-en.html

The rapid development of technology has significantly transformed education, with virtual learning becoming a prominent teaching method. The flipped classroom (FC) model, which reverses traditional classroom activities by integrating teaching materials like videos or PowerPoint presentations, has gained traction as a cutting-edge approach. This study investigates the impact of FC instruction on sixth-grade students' grammar achievement compared to traditional face-to-face teaching. A quantitative research approach was employed, with 100 students selected from a pool of 120 based on their Quick Oxford Placement Test scores. These students were divided into control and experimental groups. The control group received traditional instruction, while the experimental group engaged in FC instruction using the Shad application. Over a two-month period, both groups participated in a pretest and posttest focused on English grammar. After 16 sessions of instruction, Independent-Samples t-tests revealed that the experimental group performed significantly better than the control group. The results underscore the effectiveness of the FC model in enhancing students' academic performance and self-efficacy in virtual learning environments. The study’s findings offer valuable insights for educators, curriculum developers, and policymakers, highlighting the potential of the FC model to optimize instructional approaches. These results suggest that educators and institutions can use the FC model to improve student outcomes in various educational contexts. Further research is recommended to explore the long-term impacts of the FC model and its adaptability across different educational settings.