Abstract
Flipped classroom as a student-centered, engagement- and outcomes-increasing method to higher education has gained growing interest lately. Ascomio is being increasingly use, but research on its effectiveness is still inconclusive, especially concerning students’ preference, cognitive engagement and long grammar achievement. This research combat the savings by utilizing a mixed-tools technique, qualitative and quantitative investigations, and perspectives together to analyze student feels and feelings, engagement, and studying achievement in flip in-classrooms. The results show that while flipped learning is beneficial for student performance and engagement, there are considerable differences given student learning style preferences and design of the instruction. The method also stresses the relevance of the structured pre-class preparation and assessment techniques in reducing withstanding to flipped learning. These outcomes have a significant impact on curriculum, faculty development, and institutional policies, highlighting the need for adaptive curricula, faculty and policies approaches with emphasis on meeting the diverse needs of students. Future research should investigate on hybrid teaching methods and investigate the long time influence of flipped learning on information storage and educational success.