The Contribution of the Flipped Classroom to the Optimization of Alternating Teaching in Morocco
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".