EFFECTIVENESS OF FLIPPED CLASSROOM TEACHING ON NURSING STUDENTS' ACADEMIC PERFORMANCE

Abstract

Background: Flipped classroom (FC) teaching promotes active, student-centered learning by combining pre-class study materials with interactive classroom activities. This approach may enhance academic performance in nursing education.

Objective: To determine the effectiveness of flipped classroom teaching on the academic performance of sixth-semester nursing students studying Mental Health Nursing.

Methods: A quantitative quasi-experimental pretest-posttest control-group design was conducted among 80 nursing students at Khyber Medical University. Students were assigned to an intervention group (n = 40), receiving flipped classroom teaching, and a control group (n = 40), receiving conventional lecture-based teaching. Academic performance was assessed using pretest and posttest scores. Data were analyzed using t-tests and ANCOVA.

Results: Baseline scores were comparable between groups (51.80 ± 8.24 vs. 52.35 ± 7.91; p = 0.762). The intervention group improved significantly from 51.80 ± 8.24 to 78.65 ± 7.12 (mean difference = 26.85, p < 0.001), while the control group improved from 52.35 ± 7.91 to 65.20 ± 8.05 (mean difference = 12.85, p < 0.001). Posttest performance was significantly higher in the intervention group (mean difference = 13.45, t = 7.67, p < 0.001). ANCOVA confirmed a significant effect of teaching method after controlling for pretest scores (F(1,77) = 55.69, p < 0.001, partial η² = 0.421).

Conclusion: Flipped classroom teaching significantly improved academic performance and may be an effective student-centered strategy for Mental Health Nursing education.