Assessing the effect of a flipped classroom on students’ learning performance

This research investigates the effect of the flipped classroom on learning performance in management classes at vocational and technical colleges concentrating on cognitive style as a mediating factor. The researcher examines the difference in learning achievements, successful intelligence (analytical, creative, and practical intelligence), and learning attitudes among students who have experienced the flipped classroom method and those who receive traditional instruction through a quasi-experimental design implemented for students from 5 vocational and technical colleges. The study uses Sternberg's successful intelligence theory to determine how this pedagogical approach affects various aspects of intelligence. Key findings indicate that the flipped classroom approach is more effective than the traditional one in improving cognitive learning achievement, analytical, creative and practical intelligence, and a positive learning attitude. However, cognitive style, particularly visual versus verbal preferences showed limited impact on the effectiveness of flipped classroom learning. Therefore, flipped classrooms benefit learning performance but these benefits work irrespective of the student's cognitive style. Thus, the research is of great importance to vocational education practitioners in general and promotes the concept of flipped classrooms which might positively affect the quality of management learning.