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Razi M, Poodineh Moghadam M, Taghi S, Mahmoudirad G. Evaluating the Effectiveness of the Flipped Classroom on Student Learning Outcomes in the Nursing Research Course: A Quasi-Experimental Study Based on Kirkpatrick's Model. Mod Care J 2025; 22 (4) : e162630
URL: http://mcj.bums.ac.ir/article-1-340-en.html
URL: http://mcj.bums.ac.ir/article-1-340-en.html
1- Department of Pediatrics, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
2- Department of Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran
3- Department of Nursing, School of Nursing and Midwifery, Branch of Birjand, Islamic Azad University, Birjand, Iran
4- Department of Nursing, Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran. Email: mahmoudirad@gmail.com
2- Department of Nursing, Faculty of Nursing and Midwifery, Zabol University of Medical Sciences, Zabol, Iran
3- Department of Nursing, School of Nursing and Midwifery, Branch of Birjand, Islamic Azad University, Birjand, Iran
4- Department of Nursing, Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran. Email: mahmoudirad@gmail.com
Abstract: (185 Views)
Background: The flipped classroom is a learner-centered teaching strategy that has gained increasing attention in recent years for promoting active and collaborative learning. Evaluating such educational methods is essential, and several frameworks exist for this purpose. Among them, Kirkpatrick’s model was selected in this study due to its applicability to educational settings.
Objectives: This study aimed to evaluate the effectiveness of the flipped classroom in a master’s nursing research course by assessing both student learning outcomes and reactions, based on the first two levels of Kirkpatrick’s evaluation model.
Methods:This quasi-experimental study with a pretest-posttest control group design was conducted among all first-semester master's-level nursing students, 24 people enrolled in the research course at Birjand University of Medical Sciences. Due to time constraints and the limited target population, census sampling was used, and all eligible students were included. In an initial session, study objectives were explained, informed consent was obtained, and a pre-test was administered. Students were randomly assigned to either the intervention or control group. The intervention group received three flipped classroom sessions (two hours weekly), with pre-session e-learning materials. The control group received traditional lectures. Student reactions and learning outcomes were assessed through a Researcher-designed Questionnaire and pre-post-tests. Data were analyzed using independent t-tests and paired t-tests via SPSS version 24.
Results: The satisfaction scores (reaction level) were measured at the end of each session. The results indicated a consistent increase in satisfaction, with the mean total reaction score rising from 48.80 in the first session to 51.10 in the second and 51.20 in the third session. Regarding learning outcomes, the mean post-test score in the intervention group (12.5 ± 1.95) was significantly higher than that of the control group (7.66 ± 3.11; P = 0.001). In addition, within-group analysis showed a significant improvement from pre-test to post-test in both groups, with a greater increase in the intervention group.
Conclusions: The flipped classroom method enhanced student satisfaction and learning in the nursing research course, supporting its use as an effective teaching strategy in advanced nursing education.
Objectives: This study aimed to evaluate the effectiveness of the flipped classroom in a master’s nursing research course by assessing both student learning outcomes and reactions, based on the first two levels of Kirkpatrick’s evaluation model.
Methods:This quasi-experimental study with a pretest-posttest control group design was conducted among all first-semester master's-level nursing students, 24 people enrolled in the research course at Birjand University of Medical Sciences. Due to time constraints and the limited target population, census sampling was used, and all eligible students were included. In an initial session, study objectives were explained, informed consent was obtained, and a pre-test was administered. Students were randomly assigned to either the intervention or control group. The intervention group received three flipped classroom sessions (two hours weekly), with pre-session e-learning materials. The control group received traditional lectures. Student reactions and learning outcomes were assessed through a Researcher-designed Questionnaire and pre-post-tests. Data were analyzed using independent t-tests and paired t-tests via SPSS version 24.
Results: The satisfaction scores (reaction level) were measured at the end of each session. The results indicated a consistent increase in satisfaction, with the mean total reaction score rising from 48.80 in the first session to 51.10 in the second and 51.20 in the third session. Regarding learning outcomes, the mean post-test score in the intervention group (12.5 ± 1.95) was significantly higher than that of the control group (7.66 ± 3.11; P = 0.001). In addition, within-group analysis showed a significant improvement from pre-test to post-test in both groups, with a greater increase in the intervention group.
Conclusions: The flipped classroom method enhanced student satisfaction and learning in the nursing research course, supporting its use as an effective teaching strategy in advanced nursing education.
Article number: e162630
Article Types: Research Article |
Subject:
General
Received: 2025/03/10 | Accepted: 2025/09/9 | Published: 2025/10/15
Received: 2025/03/10 | Accepted: 2025/09/9 | Published: 2025/10/15
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