The Contribution of the Flipped Classroom to the Optimization of Alternating Teaching in Morocco
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research aims to conduct an experimental study to apply a model of flipped classroom pedagogy (FCP) in selected Moroccan classrooms. This is to study its effectiveness in the local context, and to explore the possibility of investing the opportunities it offers to manage and optimize Alternating Teaching (AT), which was adopted during the Covid-19 pandemic to ensure educational continuity. This study adopted a semi-experimental design with a pre- and post-test, and utilized two groups (experimental and control) to evaluate the impact of FCP on AT performance. The study involved 67 students from two secondary school classes, 33 students in the Life and Earth Sciences (LES) class and 34 students in the Physics and Chemistry (PC) class. The results were analyzed using the t-test and learning gain as a function of cognitive abilities and confirmed the effectiveness of FCP in enhancing AT performance. These findings were further supported by classroom observations and semi-structured interviews with students in the experimental group, which showed the positive impact of FCP on both the didactic and relational aspects of AT.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it