Traditional Learning and the Flipped Classroom Model

Tokat Gaziosmanpasa University95 enrolled

Overview

ABSTRACT Aim: This study aimed to evaluate the effect of the flipped classroom model on students' academic achievement and learning motivation. Methods: This randomized controlled study was conducted between October 13 and October 31, 2025, with midwifery students at a state university in the Central Black Sea Region of Türkiye. A total of 95 students participated in the study and were assigned to experimental (n=51) and control (n=44) groups using stratified random sampling. Pregnancy examination was taught using the flipped classroom model in the experimental group, while the traditional teaching method was used in the control group. Data were collected using the Sociodemographic Data Form, Pregnancy Examination Knowledge Test, Pregnancy Examination Skills Form, and the Student Motivation Scale in Higher Education.

Study Type

INTERVENTIONAL

Allocation

NON_RANDOMIZED

Purpose

BASIC_SCIENCE

Masking

SINGLE

Enrollment

Conditions

Learning Model Traditional Learning Model

Interventions

Eligibility

Sex: ALLMin age: 18 YearsMax age: 35 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Having registered for the Healthy Pregnancy Process course, * Not having received prior training or experience in prenatal examinations, * Not being a foreign national, * Being between 19-35 years of age (The Academic Motivation Scale in Higher Education is administered to students aged 19-35). - Having internet access, * Volunteering to participate in the research. Exclusion Criteria: * Being a graduate of a Health Vocational High School, * Being 35 years of age or older, * Having previously taken the Prenatal Period-1 course,

Outcomes

Primary Outcomes

knowledge and skills

The experimental group accessed materials via the Distance Education Application and Research Center portal on October 16, 2025, and completed a Q\&A session, online exam, and a 22-item Pregnancy Examination Knowledge Test on October 22, 2025. On October 23, 2025, their practical skills were assessed on a mannequin using the Pregnancy Examination Skills Form. The control group received a four-hour traditional lecture on October 13, 2025, followed by a practical demonstration. Knowledge was assessed using the same test, and skills were evaluated on October 16, 2025, using the Pregnancy Examination Skills Form. The primary outcomes were students' knowledge and skills. Knowledge test scores ranged from 0 to 22 (observed: 16-22), with higher scores indicating greater knowledge. The skill form (100 steps) was scored as 0-200 ("Not Completed"=0, "Partially Completed"=1, "Completed"=2), with higher scores indicating better performance.

Time frame: Experimental group: 2 weeks Control group: 1 week

Secondary Outcomes

learning motivation

The "Academic Motivation Scale in Higher Education" was administered to students as a final exam. After all study data were collected, students in the experimental group participated in both theoretical and practical prenatal examination simulations in the laboratory. The effect of the reversed learning model applied to the students at this stage on their academic motivation was measured. The lowest score obtained from the scale was 23, and the highest score was 69. As the score on the scale increases, learning motivation also increases.