ANALYSIS OF THE INFLUENCE OF FLIPPED TEACHING ON STUDENT LEARNING AND KNOWLEDGE RETENTION

The primary objective of this scholarly investigation was to meticulously scrutinize the impact flipped classroom pedagogy on students’ academic performance, specifically in terms their grades. Furthermore, study sought determine whether retention rates these students were statistically comparable those who had undergone conventional instructional methods. In investigation, it is worth noting that a qualitative research methodology conspicuously absent from methodological framework employed. refrained employing non-descriptive statistical techniques, abstained conducting non-t-tests independent samples, and consciously avoided non-chi-square tests data analysis. Upon careful examination empirical evidence, no discernible disparity significance can be observed between experimental control groups relation performance. findings indicate scholastic performance subjected pedagogical approach known as instruction did not exhibit any improvement. Contrary initial expectations, within two cohorts exhibited striking degree similarity, devoid disparities. This fails make substantive contribution existing corpus knowledge field, presents evidence regrettably does substantiate positive ramifications education attainment among student population Jordan. Moreover, esteemed authors subtly diminish utmost embarking upon additional investigations diverse factors exert profound influence realm environments. Keywords: Flipped Instruction, Retention Rates, Academic Performance DOI： https://doi.org/10.35741/issn.0258-2724.58.4.78