The Contribution of the Flipped Classroom to the Optimization of Alternating Teaching in Morocco

Abstract

This research aims to conduct an experimental study to apply a model of flipped classroom pedagogy (FCP) in selected Moroccan classrooms. This is to study its effectiveness in the local context, and to explore the possibility of investing the opportunities it offers to manage and optimize Alternating Teaching (AT), which was adopted during the Covid-19 pandemic to ensure educational continuity. This study adopted a semi-experimental design with a pre- and post-test, and utilized two groups (experimental and control) to evaluate the impact of FCP on AT performance. The study involved 67 students from two secondary school classes, 33 students in the Life and Earth Sciences (LES) class and 34 students in the Physics and Chemistry (PC) class. The results were analyzed using the t-test and learning gain as a function of cognitive abilities and confirmed the effectiveness of FCP in enhancing AT performance. These findings were further supported by classroom observations and semi-structured interviews with students in the experimental group, which showed the positive impact of FCP on both the didactic and relational aspects of AT.