Shifting the traditional: student feedback on flipped classroom approach in learning a statistics course

The contemporary digital era poses a challenge to the national education system, encompassing higher education. Students have developed digital competencies following the COVID-19 pandemic. Educational approach has evolved beyond traditional approaches, necessitating diversity through strategies such as flipped classrooms and blended learning. A flipped classroom (FC) is a way of teaching that flips the usual order of activities for learning. Outside of class, students often learn new things through readings or videos. During class, they use their time to connect with each other through problem-solving, discussions, and group projects. This approach seeks to enhance classroom engagement and concentrate on the application of information. This study aims to examine students' feedback on the implementation of flipped classroom (FC) approach in the Statistics course. This pilot study included 111 selected students from FSKM, FSG, and FP as respondents. A set of questionnaires was provided to them. 71% of the respondents are female, while 29% are male. Consequently, over 90% of students concurred that flipped classroom (FC) is beneficial in the teaching and learning process, enhances comprehension, augments concentration, and immediately elevates their performance in statistics courses. Most respondents perceive FC as facile, straightforward, and user friendly. Consequently, the versatility of FC across various educational levels enhances economic potential and serves as an alternative approach for fostering diversified learning environments.