ArticlePloS one2026
Effectiveness of flipped classroom pedagogy: A mixed-methods analysis of adult continuing education-Case study, Egyptian context.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This mixed-methods study investigated the effectiveness of a flipped classroom model in an adult English as a Foreign Language (EFL) continuing education program in Egypt. A total of 297 learners participated by responding to an online questionnaire, yielding a 72.6% response rate. Learner perceptions were assessed using a Model for Improving Student Learning (MISL) framework across five instructional dimensions, demonstrating strong internal consistency (Cronbach's α = .72-.93). Quantitative findings indicated positive perceptions across all dimensions (mean scores: 4.30-4.52 on a 5-point scale), with Knowledge Construction rating highest. Multiple regression analysis (R² = .668) identified learner confidence, motivation, engagement, and digital competence as significant predictors of perceived learning. A multivariate analysis (MANOVA) found no significant effect of prior flipped classroom experience. Thematic analysis of open-ended responses revealed increased participation, confidence, and collaboration. The study extends conventional mixed-methods analysis by incorporating sentiment analysis of qualitative responses using Python's TextBlob library. Sentiment analysis supported these results, with overall positive polarity scores. Findings underscore the role of affective and digital readiness factors in flipped classroom effectiveness, emphasizing the critical importance of well-structured implementation over prior experience with the flipped classroom model, with implications for curriculum design in technology-enhanced adult education, especially in non-Western, resource-constrained settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.