Impact of Flipped Learning on Levels of Cognition

Abstract

Flipped learning is a revolutionary approach to teaching that is transforming today’s classrooms. In flipped learning, classroom
activities are reversed and homework assignments are inverted. The current study looks at how flipped learning affects many different aspects of cognition (knowledge, understanding, application, analysis, synthesis, and assessment), as well as overall science accomplishment. The study was a quantitative research project with a two-group post-test design and an experimental technique. The study’s independent variables were the flipped learning technique and the standard learning method. The dependent variables under research were cognition levels. According to the findings, there was no significant difference in knowledge, a moderate difference in understanding, and a considerable difference in the higher stages of cognition - Application, Analysis, Synthesis, and Evaluation. The flipped learning paradigm is effective at developing and refining
talents such as application, analysis, synthesis, and evaluation, which are currently devalued in classrooms. The traditional learning model discourages the development of skills such as application, analysis, synthesis, and evaluation, all of which are important for a student’s cognitive development.