Effects of the Flipped Classroom Model on Student Achievement in Advanced Placement Physics C

Abstract

In this action research study, a flipped classroom model was implemented in an AP Physics C: Electricity and Magnetism course to examine its effect on student achievement and perceptions of learning. The study compared two sequential units during Spring 2026: a nontreatment Gauss’ Law unit taught through traditional direct instruction and a flipped Electric Potential unit in which students viewed AP Classroom videos before class and used class time for guided problem solving and discussion. Student learning was measured using pre and post assessment free-response questions, with performance analyzed through score comparisons and normalized gains. Survey and interview data were also collected to examine student perceptions, and thematic analysis was used to identify recurring patterns in student responses. Results showed strong pretest-to-posttest growth and high normalized gains in both units, with the flipped treatment group showing greater variability in outcomes. Students reported benefits in preparation, use of class time, retention, and independence, while evidence related specifically to deeper understanding and transfer to unfamiliar College Board-style problems remained mixed. Overall, the findings suggest that the flipped classroom may be most effective as a structure for supporting active in-class learning rather than as a direct guarantee of improved transfer to novel problems.