Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

Abstract

The aim of this study was to investigate whether flipped learning affects pre-service teachers’ achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017–2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers’ perceptions of the classroom environment.