Mohamed, H., Hafez, F., Mohamed, H., Bauomy, E., El-Sayed Aly, R. (2023). The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design. Assiut Scientific Nursing Journal, 11(34), 106-119. doi: 10.21608/asnj.2023.181407.1472
Hind Abdullah Mohamed; Fatma Elemam Hafez; Heba Ali Hamed Mohamed; Eman Samy Bauomy; Rasha Ibrahim El-Sayed Aly. "The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design". Assiut Scientific Nursing Journal, 11, 34, 2023, 106-119. doi: 10.21608/asnj.2023.181407.1472
Mohamed, H., Hafez, F., Mohamed, H., Bauomy, E., El-Sayed Aly, R. (2023). 'The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design', Assiut Scientific Nursing Journal, 11(34), pp. 106-119. doi: 10.21608/asnj.2023.181407.1472
Mohamed, H., Hafez, F., Mohamed, H., Bauomy, E., El-Sayed Aly, R. The Effects of Flipped Classroom as a Blended Learning Paradigm on Students' Soft Skills, Engagement Level, and Academic Achievement: An Experimental Design. Assiut Scientific Nursing Journal, 2023; 11(34): 106-119. 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
1Assistant Professor of Nursing Administration, Faculty of Nursing, Port Said University, Port Said, Egypt
2Assistant Professor of Community Health Nursing, Faculty of Nursing, Mansoura University, Port Said, Egypt
3Lecturer of Community Health Nursing, Faculty of Nursing, Mansoura University, Port Said, Egypt
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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