NCT07496671

Traditional Learning and the Flipped Classroom Model

The Effect of Flipped Learning in Pregnancy Examinations on Student Success and Motivation

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 95 (actual)
• Sponsor: Tokat Gaziosmanpasa University · Academic / Other
• Sex: All
• Age: 18 Years – 35 Years
• Healthy volunteers: Accepted

Summary

ABSTRACT Aim: This study aimed to evaluate the effect of the flipped classroom model on students' academic achievement and learning motivation. Methods: This randomized controlled study was conducted between October 13 and October 31, 2025, with midwifery students at a state university in the Central Black Sea Region of Türkiye. A total of 95 students participated in the study and were assigned to experimental (n=51) and control (n=44) groups using stratified random sampling. Pregnancy examination was taught using the flipped classroom model in the experimental group, while the traditional teaching method was used in the control group. Data were collected using the Sociodemographic Data Form, Pregnancy Examination Knowledge Test, Pregnancy Examination Skills Form, and the Student Motivation Scale in Higher Education.

Conditions

• Learning Model
• Traditional Learning Model

Interventions

Type	Name	Description
OTHER	Flipped classroom	Education

Timeline

• Start date: 2025-10-13
• Primary completion: 2025-10-16
• Completion: 2025-10-23
• First posted: 2026-03-27
• Last updated: 2026-04-01

Locations

1 site across 1 country: Turkey (Türkiye)