EXPLORING THE EFFECTIVENESS AND STUDENT ADOPTION OF FLIPPED CLASSROOM IMPLEMENTATION IN A PROCESS SIMULATION CLASS

Abstract

This study explores the effectiveness and student adoption of a flipped classroom implementation in a process simulation class. A quasi-experimental research design was employed, with undergraduate students enrolled in the process simulation course serving as the sample. Surveys were used to measure student adoption of the flipped classroom model, while assessments were used to measure learning outcomes. Descriptive statistics and inferential statistics were used to analyze the data. The results show that the flipped classroom model was effective in improving student learning outcomes, and that student adoption of the new approach was positively associated with improved learning outcomes. The findings suggest that the flipped classroom model can be an effective way to enhance student learning outcomes in process simulation classes.