Abstract:
This paper investigates the effectiveness of the flipped classroom approach on the performance of a group of students in a biostatistics course at Palestine Polytechnic University (PPU). A questionnaire and the class performance are used as the study instruments to evaluate the effectiveness of this approach. The results are compared with another homogeneous group of students using onventional learning. Statistical analysis is carried out to check the significant difference between the two groups. The analysis reveals that the flipped classroom had better class performance and a higher level of satisfaction than conventional learning.
