According to research the flipped classroom (FC) model has proved that it makes the students to easily

comprehend their advancements in getting knowledge and development of noteworthy change in

methodological proposals (Blau and Shamir-Inbal, 2017). The effect of the FC on students’ assignment stress
and academic achievement was examined. Moreover, quantitative results were enhanced with the suggestions
of the students. In conclusion, it was shown that the assignment stress of the students who practiced the FC
learning in a small study group and under the current study conditions were lessened. Some scholars highlight
that FC could provide more adaptable and organized learning condition (Baepler, P., Walker, J. D., & Driessen,
M. 2014)

According to study, the flipped classroom is an effective strategy in the long run. The results are similar to the
previous studies conducted on flipped classroom. Flipped classroom did increase the participation of students
in the class. The overall performance of the class did increase and all the students can answer the examination.
The process of adapting became very interesting and fun. Many of the students liked the method. although this
action research also pointed out some drawbacks of this method. The top students were unhappy with the
method because feel they know more. The method did not help them score better as well. All peers were
unable to teach equally well affecting the overall success of this method. Some of the peers were confused as
they made mistakes or were not able to communicate successfully. This means it need further research about
methods that can be used as a change in teaching but are flexible, to take care of all the students with different
levels of talents (Vinay, A. 2020).