The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design

Mohamed, Hind Abdullah; Hafez, Fatma Elemam; Mohamed, Heba Ali Hamed; Bauomy, Eman Samy; El-Sayed Aly, Rasha Ibrahim

doi:10.21608/asnj.2023.181407.1472

The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design

Document Type : Original Research

Authors

¹ Assistant Professor of Nursing Administration, Faculty of Nursing, Port Said University, Port Said, Egypt

² Assistant Professor of Community Health Nursing, Faculty of Nursing, Mansoura University, Port Said, Egypt

³ Lecturer of Community Health Nursing, Faculty of Nursing, Mansoura University, Port Said, Egypt

10.21608/asnj.2023.181407.1472

Abstract

Background: Recently, several higher education institutions have been utilizing technology to provide a form of blended learning in which some of the educational processes are conducted face-to-face and the remainder is conducted via the internet. This strategy serves as the foundation for the "flipped classroom" strategy. Aim: This study aimed to evaluate the effects of the flipped classroom as a blended learning paradigm on students' soft skills, engagement levels, and academic achievement. Material and methods: An experimental research design (the posttest-only) was used. 844 fourth-year nursing students were recruited using a purposive sample in the Faculty of Nursing, Mansoura University, Egypt. Data collection tools: Including the students' soft skills questionnaire, learning engagement scale, and academic achievement. Results: The study results pointed out that the experimental group employing the flipped paradigm had higher mean scores for engagement, soft skills, and academic achievement (165.95 ± 14.59, 144.81 ± 13.75, and 218.82 ± 27.59 respectively) compared to the control group. Additionally, (η2) values for engagement, soft skills, and academic achievement are (0.04, 0.05, and 0.09), demonstrating a negligible impact of the deployment of the flipped paradigm. Conclusion: The mean scores of the experimental and control groups do not differ significantly. Recommendations: In the first academic year, training programs could be implemented in the flipped classroom to demonstrate its far-reaching effects. More research is needed to investigate interpersonal skills and determine whether other soft skills are as important as the attributes discovered in this study.

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