| Flipped learning has become a hot topic in education, in part because of the media portrayal of flipped learning in existing news stories. Although there has been a rise in popularity and implementation, there has been a lack of empirical research in the field of flipped learning. The purpose of this exploratory study was to address some of the issues related to previous research regarding student outcomes and satisfaction, gender differences, and lack of research in sociology courses.;A two-by-two quasi-experimental design was established. Results were grouped by Learning Environment, which was expressed as the traditional learning group and the flipped learning group; and Gender was categorized as female and male. The Dependent Variables consisted of the Pretest, Posttest, Stratification Quiz, Sex/Gender Quiz, Race/Ethnicity Quiz, Higher-Ordered Unit Exam and student Satisfaction Scores. There were 111 participants in the current study.;A two-way MANOVA was conducted to determine if any interaction effects or main effects existed based on the Dependent Variables. The interaction effect of Learning Environment by Gender was examined before inspecting the individual main effects. The main effect for Gender based on Dependent Variables was reviewed. The interaction effect (Learning Environment by Gender) and main effect for Gender on the combined Dependent Variables was not significant. The main effect for Learning Environment based on the combined Dependent Variables was significant (V = .238, F (6, 90) = 4.692, p < .001, eta2p = .238). The results from the quantitative analysis and qualitative findings mirrored previous literature. |
