Effects of technologically mediated flipped classroom instruction on students’ learning experiences

Girma Moti Geletu and Remla Sherefa Seid

The Journal of Educational Research, 2025, vol. 118, issue 4, 329-341

Abstract: The quality of the teaching–learning process depends entirely on the quality of teachers’ effective implementation of active learning methods and continuous assessment techniques. This study examined the effects of technologically mediated flipped classroom instruction on students’ English-learning experiences. The researchers employed a mixed research method with an embedded design. Quantitative data were collected through tests and questionnaire, and qualitative data were collected using focus group discussion, observation, and document review. The control group was exposed to traditional lecture-based instruction, and the experimental group received flipped classroom instruction. Quantitative data were analyzed using statistical tools, and qualitative data were analyzed through narration. Findings show that flipped classroom instruction was more engaging than a traditional lecture-based method because it improves students’ understanding and learning experiences in English. Flipped classroom instruction is a powerful teaching strategy when used in classrooms and fosters active learning, peer-to-peer interactions, and academic achievement.

Date: 2025
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DOI: 10.1080/00220671.2025.2476161

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