The Effectiveness of Applying the Flipped Classroom Strategy in Improving Self Efficacy and Academic Achievement of Students During COVID-19 Pandemic

Abstract

This study investigates the effectiveness of the flipped classroom strategy in enhancing self efficacy and academic achievement among second-year Master students of Counseling and Guidance at El-Oued University during COVID-19 pandemic. A total of 88 students (male and female) were randomly assigned to experimental and control groups. The experimental group experienced the flipped classroom approach while the control group followed traditional instruction. Self-efficacy was measured using the Schwarzer & Jerusalem scale (1989), and academic achievement was assessed through course grades. Results indicated significantly higher post-measurement self-efficacy and academic achievement in the experimental group compared to the control group. Additionally, the
experimental group demonstrated significant improvements in self-efficacy and academic achievement from pre- to post-measurement. The findings suggest that the flipped classroom strategy is a viable and effective alternative to traditional distance learning in Higher education during crises.