Students’ attitude: Key to understanding the improvement of their academic RESULTS in a flipped classroom environment

Abstract

The flipped classroom model has been shown in recent years to have a positive effect on students’ motivation and academic performance. In this paper, we analyze the perception that students of six undergraduate subjects at University of Ja´en (Spain) have of the subjects’ formative assessment and their attitude towards this new teaching-learning model. In addition, we analyze whether both variables influence their perception of achieving better academic results. The results of our study show that both aspects (formative assessment perception and attitude) explain students’ perception of outcomes. It leads us to conclude that students’ attitude is a key element of fostering more and better learning that improves their performance. In this way, our results provide further evidence for the literature on the positive effects of the flipped classroom on the teaching-learning process at the university level for students, teachers and scholars.