ABSTRACT
Currently educational research has centred on evaluating major disparities in the educational accomplishments of university students corresponding to the intercession model of conventional teaching and learning techniques contrary to the flipped classroom. These discrepancies have been found to exist between the two models. It has been discovered that the two types of classrooms are distinct from one another in these respects. This empirical study reveals the response of students to flipped classroom learning compared to normal teaching methodologies. The research for this study was based on research that had been done previously. According to the review of several studies that revealed substantial discrepancies on the typical grades obtained by university students, students who participated in the flipped classroom received elevated scores than students who followed a customary methodology. This was true regardless of the specialisation of the course that the students were enrolled in. In addition, the inferences of this investigation point to the conclusion that the flipped classroom approach presents a possibility for the traditional system to undergo a transformation. This could occur because of an improvement in the classroom environment, the teaching-learning process, and the evaluation of the students. This postulation is recommended by the evidence that the conventional scheme could be twisted utilizing the flipped classroom technique.
