Effect of Flipped Classroom Strategy Versus Conventional Teaching Methods on Academic Achievement, Self-confidence, and Perception of Nursing Students

Abstract

Background: The flipped classroom is an instructional approach that emphasizes students' active learning while reconstructing traditional teaching techniques. Aim: This research aimed to evaluate the effect of flipped classroom strategy versus conventional teaching methods on academic achievement, self-confidence and perception of nursing students Design: A quasi-experimental research design (two groups "control & study", ″Posttest only″) Setting: The present research conducted at obstetrics and gynecological nursing department in faculty of nursing, Benha University in the first semester of the 2023–2024 academic year. Sample: A purposive sample of 345 third year nursing Tools: Five tools were used: A structured self-administered questionnaire, nursing students' perception of learning strategy scale, self-confidence in learning scale, students' opinions scale and students' challenges questionnaire. Results: The mean scores regarding academic achievement, self-confidence and perception showed highly statistically significant difference between flipped classroom and conventional teaching groups post-implementation with (p- value<0.001). Also, the majority of student’s opinions show positive satisfaction of the flipped classroom strategy implementation. Conclusion The findings of current research concluded that the flipped classroom strategy effectively improved academic achievement, self-confidence and perception of nursing students compared to conventional teaching methods Recommendation: Utilization of flipped classroom for nursing courses that can benefit most from flipping by saving class time for the application of necessary skills gained after instruction.