Student Perceptions of Flipped Learning in STEM Courses

This study examined student perspectives on flipped learning (FL), a pedagogy that shifts lectures outside the classroom to promote active, hands-on engagement during class. Twenty-four Science, Technology, Engineering, and Mathematics (STEM) faculty members from a 4-year university and a 2-year community college implemented FL after receiving professional development. The research employed a longitudinal quasi-experimental design, tracking the implementation of FL over a 4-year period. A sample of 1,466 students enrolled in these flipped courses provided feedback via end-of-course surveys. Survey data were analyzed using ordinal logistic regression to assess the impact of gender, race/ethnicity, institution type, and academic level on FL perceptions. Results revealed variations across demographics: male respondents expressed higher confidence, whereas nonbinary students strongly endorsed FL across metrics. Female students admitted having higher engagement and favorable classroom environments. The highest levels of positive perception were observed among Asian students, and non-White and senior-level (fourth-year) students reported stronger agreement on FL benefits. Perceptions were more favorable in the 2-year institution, highlighting FL’s unique impact in this environment. Overall, FL was positively associated with increased engagement and confidence across diverse student groups, suggesting that the model is a vital, resilient, and inclusive framework for STEM education.