Flipped Classroom and Improving Students' Academic Results in the Field of Sciences

The flipped classroom (FC) teaching method gives students the opportunity to actively participate during the lesson, while the teacher’s role is supportive and less intrusive. The implementation of FC improves the teaching and learning process, especially in applied sciences and technology, as revealed by our research. The present study aims to investigate the implementation of the Unified Acceptance and Use of Technology (UTAUT) methodology by applied sciences and technology teachers, who combine FC to improve learning outcomes and better achieve their teaching objectives. For this purpose, we implemented a quantitative research, utilizing the findings of our data. A total of 120 high school teachers, in the region of Thessaly, participated in our research. Our data are analyzed with the SPSS tool. The results of our study reveal that social influence is important in predicting teachers’ intention to implement the flipped classroom model approach and educational digital tools. Furthermore, our study argues that the flipped classroom model plays a crucial role in updating the educational demands of the 21st century, especially in ensuring the use of technological tools equitably during the teaching and learning process. Finally, the present study can help teachers adapt and enhance the flipped classroom approach by discerning the factors of technology acceptance within a modern classroom.