The Impact of Flipped Learning on Reading Comprehension Among Moroccan High School Students: A Quasi-Experimental Study

Abstract

Abstract

This study investigated the efficacy of flipped learning in enhancing high school students' reading comprehension competencies. A quasi-experimental design was employed to compare a group of 85 second-year baccalaureate students exposed to flipped learning with a traditionally taught control group. The study employed pre- and post-tests to measure reading comprehension, with statistical analyses conducted to determine the impact of the intervention. Paired samples t-tests revealed significant improvements in reading comprehension for both the experimental and control groups, indicating that both instructional approaches can positively influence reading proficiency. However, independent samples t-tests did not demonstrate a significant difference in the magnitude of these improvements between the two groups, suggesting that while flipped learning may be an effective strategy, its superiority over traditional instruction in this context is not evident. The findings contribute to the ongoing discourse on the effectiveness of flipped learning. While the study indicates potential benefits of the flipped classroom approach, further research is warranted to explore the specific factors influencing its impact on student outcomes. Factors such as the quality of instructional materials, teacher training, and student characteristics may moderate the relationship between flipped learning and reading comprehension. Additionally, longitudinal studies are needed to examine the long-term effects of this instructional approach. By addressing these limitations and expanding the scope of future research, a more comprehensive understanding of the potential of flipped learning to enhance reading comprehension can be achieved.

Keywords: Flipped learning, Reading comprehension, High school students, Quasi-experimental design, Instructional methods