Abstract

The purpose of the present study was to investigate the effect of the flipped classroom pedagogical approach on computer-based technology education in higher education. Grounded in Bloom’s revised taxonomy, this quasi-experimental study aimed to enhance students’ engagement, knowledge retention, and overall learning outcomes. Over thirteen weeks, a tailored program utilized prerecorded lectures and collaborative in-class activities. Pretest and posttest scores from computer skills tests were analyzed for instructional videos, with only one group of students using SPSS and Jamovi software. The experimental group showed a statistically significant increase in average scores compared to the control group. The research indicates that training significantly enhances the effectiveness of integrating flipped learning in classrooms. Furthermore, students who receive instruction using these tools demonstrate a stronger understanding of scientific concepts. The flipped classroom approach therefore has a positive influence. This study recommends further research in diverse educational contexts to highlight the potential applicability of this approach in fostering effective and dynamic learning environments.