A Comparative Study of Flipped Classroom and Traditional Teaching in Middle School Science Test Review: Effects on Student Achievement and Engagement

This comparative analysis examined differences between flipped and traditional instructional methodologies and their effects on student achievement and engagement in middle school science test review lessons. While flipped learning has been widely used in various educational settings, its effectiveness in the context of test review lessons remains underexplored. This study evaluated outcomes between an experimental group utilizing flipped classroom strategies and a control group receiving traditional lecture-based test review. The experimental group participated in a three-phase flipped instruction process that integrated pre-class, in-class, and post-class activities. In contrast, the control group adhered to a traditional test review approach. Comparative results showed that students who experienced the flipped approach markedly improved test performance compared to those receiving traditional instruction. Survey data further revealed that these students enhanced engagement levels, appreciated the structured learning activities, and developed an enhanced ability to identify and address personal knowledge gaps. Additionally, the narrower score distribution in the experimental group suggested that this approach may help create a more balanced learning outcome among students. This study provides empirical evidence supporting the integration of the flipped classroom in middle school science test review and offers a structured framework adaptable to various science topics.