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The flipped classroom is a popular method of instruction for teaching all grades of
students. Depending on the individual lecturers, flipped classrooms vary subject
to the elements of the class, needs of students and the level of involvement. The
objectives of this study were to compare the students learning outcomes achieved
through the flipped classroom model and traditional lecture based instructions.
MATERIALS AND METHOD
Table 3: Classroom experience as commented by the students and lecturers
In conclusion, this study revealed higher scores obtained by the flip method
of teaching although no significant difference was observed between the two
methods. Students’ expressed their positive perception which reflects their
acceptance of this method. However, they suggest all topics are not suitable
which is similar to the opinion of the teachers. The success of this method
depends on the proper development of the resource materials, delivery
methods, assessment strategy, adequate facilities etc. Therefore, proper
planning of the educational managers is necessary in order to train the
teachers for their mindset change and use more flipped classes then the
traditional lecture and to make them competent in developing resources and
also to guide the students properly.
Table 1: Demographic profile of the students
Faculty of Dentistry SEGi University 1&4, Faculty of Medicine Asia Metropolitan University 2, Faculty of Medicine SEGi University 3
Md Nurul Islam1, Abdus Salam2, Munira Bhuiyan3, Sulinda Binti Daud4
A Comparative Study on Achievement of Learning Outcomes
through Flipped Classroom and Traditional Lecture Instructions .
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ttps://www.segi.edu.my/en/programmes/health-sciences/bachelor-of-dental-surgery-bds/. Accessed 18 July 2017. 3. Bishop JL, Verleger MA. (2013). The flipped classroom: A survey of the research. 120thAmerican Society for Engineering Education National Conference
Proceedings, Atlanta, Georgia, 1-18. 4. Bouwmeester RAM, de Kleijn RAM, ten Cate OTJ, van Rijen HVM, Westerveld HE. (2016). How Do Medical Students Prepare for Flipped Classrooms? Med.Sci.Educ, 26,53–60. 5. Bull G, Ferster B. Kjellstrom W. (2012). Inventing the
flipped classroom. Learning & Leading with Technology, 40(1), 10-11. http://www.learningandleading-digital.com/learning_leading/201208?pg=12#pg12. Accessed on 12 July, 2017. Danker B. (2105). Using Flipped Classroom Approach to Explore Deep Learning in Large
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NFA. (2016). FLIPPED: A Case study in Fundamental of Accounting in Malaysian Polytechnic. Journal of Education and e-Learning Research, 3(1), 23- 31. Johnson LW, Renner JD. (2012). Effect of the flipped classroom model on a secondary computer applications course:
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McDonald C, Liddell J. (2017). Flipped Learning and its application to undergraduate
Variables Flipped class, n=25 Lecture class, n=25
Number Percent Number Percent
Male 11 44 832
Female 14 56 17 68
Malay 4 16 520
Chinese 17 68 15 60
Indian 3 12 520
Others 1 4 0 0
This study was conducted among 50 first-year dental students of a private
University, Malaysia, whom were divided into two groups consisting of 25 students
in each. Dental Ergonomics topic was taught to both group using flipped classroom
model to one group and lecture based instruction to other group in morning and
afternoon session. At the end of each instructions, a mini-test was done using the
same MCQ questions. Percent of mean scores achieved by the flipped group of
students with lectured group of students were compared.
Flipped group of students achieved 91.67% and lectured group of students achieved
89.58% with no significant differences (p=0.28). However, students expressed their
positive perception on flipped classroom model. They also suggested all topics are
not suitable which is similar to the opinion of the teachers.
Table 2: Learning outcome as measured by the percentage of mean scores
Classroom Setting Mean Score
Gender Mean Score
•I have participated well in this method and learned very much
•Flipped method is good but I think not all topics are suitable for
•I have a very good interaction with my group as well as with the
•Topics like Embryology is difficult in flipped method, I
•I think Flipped classes are OK for applied topics
•I feel more engaged in flipped class
•To me, flipped class is not suitable at the beginning of Year-1 course.
•I want more classes through this method
•Not all topics are suitable for the flipped method of teaching
•Cannot teach all the topic in this way as timetable will not allow
•More than one lecturer is preferable
•Need special classroom arrangement
•Students are less stressed and less bored as they are playing the
•Lecturer is less concerned whether everyone paying attention to what