Abstract:

Flipped learning is an emerging pedagogy transforming the classroom of today. Flipped learning reverses the activities of the classroom with the homework activities. The current research studies the effect of Flipped learning method on achievement of different levels of Cognition (Knowledge, Understanding, application, analysis, synthesis and evaluation) and overall achievement in science subject. The study was a quantitative study employing Experimental method and Two Group Post- test Design. The Independent variable in this study was flipped learning method and Traditional Learning Method. The dependent variables under study were levels of cognition. The findings revealed no significant difference in knowledge level, a slightly significant difference in understanding level and a significant difference in the higher levels of cognition - Application, Analysis, Synthesis and Evaluation. The flipped learning model is effective in developing and enhancing the skills of Application, Analysis, Synthesis and Evaluation which are being currently ignored in the classrooms. The traditional learning model does not promote the development of Application, Analysis, Synthesis and Evaluation skills which are essential components in the cognitive development of the student. 

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