Can a ‘flipped classroom’ approach help students succeed?

Updated Apr 11, 2026

Teaching format matters most when students are already at risk of falling behind. For educators weighing up whether a flipped classroom is worth the effort, this study suggests it can make a meaningful difference for lower-attaining students, even when average grades stay broadly the same.

University educators and students face familiar challenges in teaching and learning. Face-to-face time may be limited, class sizes may be large, attendance may be inconsistent, and some students may struggle to engage with the material. Academically weaker students often feel those pressures most sharply. That is why many educators have looked for alternatives to traditional, lecture-based teaching.

The flipped classroom is one such alternative. The term covers a range of teaching methods, but it usually includes two core parts. First, students explore the topic before class, often with a recorded lecture, PowerPoint slideshow, podcast, or similar resource. Second, class time is used for interactive learning activities such as discussion, group work, and applying newly acquired knowledge.

A recent study at a Florida university retrospectively analysed results data from a class within its Doctor of Pharmacy course (Mitroka, 2020). The ‘Principles of Drug Action I’ (PDAI) class used both traditional lecture-based teaching and flipped classroom teaching over several years between 2011 and 2017. That created a useful opportunity to compare student success under both approaches.

This class was typically delivered across a single semester. The curriculum was divided into three one-month blocks, with a different instructor delivering each block. Block 1 was taught using a traditional lecture-based approach. This included some limited interaction with students, such as asking individuals questions or polling the entire class. Students were typically assigned reading tasks as homework at the end of lectures.

Block 2 was taught using a flipped classroom approach. Students were asked to watch a video lecture before class, consisting of an online slideshow accompanied by an instructional voiceover. This introduced the material ahead of face-to-face teaching. During class time, students sat facing one another in groups of six. Each session began with individual and group quizzes on that week’s material, a structure that also appears in flipped classroom approaches for small group settings. These quizzes were typically followed by a group discussion around a case study related to the material students had covered before class. Hypothetical situations and scenarios related to the case study were also discussed, and time was then allocated to reviewing the quizzes.

Both Block 1 and Block 2 concluded with an exam set by that block’s instructor. These exams typically consisted of multiple-choice and short-answer questions. As delivery of Block 3 often varied between the traditional and flipped classroom approach, its results were not considered as part of this study.

For educators considering this model, three findings stand out:

• Mean exam grades were not significantly improved when a flipped classroom approach was adopted.

• However, students in the lowest quartile saw significant grade increases with a flipped classroom approach.

• At the same time, students in the highest quartile showed no adverse effects from the use of flipped classrooms.

Exam failures in the flipped classroom block were approximately half those in the traditional lecture block. In the PDAI course, most failing students missed the 70% pass grade by only a few percentage points. That means even a modest grade increase among the lowest achievers could have a statistically significant impact on the failure rate. This finding was consistent with several similar studies (Jensen et al., 2015; Flumerfelt, 2013).

The authors also noted that overall exam grades on the course declined over the years examined, regardless of the teaching method employed. They suggested several possible reasons for this decrease, including an increase in student places on the course and a local natural disaster that adversely affected teaching.

For educators, the practical takeaway is clear. A flipped classroom may not transform average attainment on its own, but it can help more borderline students cross the pass threshold without disadvantaging stronger students. That makes it a potentially valuable option for teams looking to improve outcomes for students who need the most support.

FAQ

Q: How do students perceive the flipped classroom approach compared to traditional lecture-based teaching?

A: Student perceptions of the flipped classroom can vary, but many value the flexibility of engaging with material at their own pace before class. The approach can also make in-person sessions feel more active and useful because more time is spent discussing and applying the material. That said, not every student responds in the same way. Some thrive with the added autonomy, while others need more structure and guidance. Gathering and analysing student feedback on flipped teaching helps educators understand which groups are benefiting and where the format needs refining.

Q: What strategies are employed to ensure all students engage with the material in individual learning sessions before class?

A: Clear expectations are central. Educators can support engagement with structured pre-class tasks, brief quizzes, progress tracking, and guidance on how to use the materials effectively. Some also add discussion boards or short question-and-answer activities so students arrive with ideas and questions rather than just passive exposure to content. Reviewing engagement data and student feedback then helps teams see where preparation is working well and where the design needs adjusting.

Q: How does the flipped classroom approach impact the development of soft skills, such as teamwork and communication, among students?

A: The flipped classroom can support these skills because more class time is devoted to discussion, teamwork, and collaborative problem-solving. Students need to explain ideas, respond to peers, and contribute to shared tasks rather than simply receive information. When the format is designed well, that can strengthen communication, accountability, and confidence alongside subject knowledge.

References:

Jensen J.L., Kummer T.A., Godoy P.D. Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sci Educ. 2015;14(1):1-12 Flumerfelt S. Using lean in the flipped classroom for at risk students. Educ Technol Soc. 2013;16(1):356–366
DOI: 10.1187%2Fcbe.14-08-0129

Mitroka J.G., Harrington, C., DellaVecchia, M.J. A multiyear comparison of flipped- vs. lecture-based teaching on student success in a pharmaceutical science class. Curr Pharm. 2020;12(2020):84-87
DOI: 10.1016/j.cptl.2019.10.014

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