Comparative study of flipped classroom vs. traditional classroom in problem solving and critical thinking skills of vocational students

Abstract

The classroom models are transforming along with the changing demands for skills and the evolution of educational technology globally. This study focuses on analyzing the role of flipped classroom methods against traditional classroom methods for developing critical thinking ability and problem-solving skills among the children of 11th grade in Mainland Chinese vocational high schools. Adopting a quantitative, quasi-experimental design, the study enlisted the participation of 100 students: 50 from a flipped classroom in a private urban school and 50 from a traditional classroom in a public rural school. Each student completed a standardized test of CT and PS skills, benchmarked against 21st-century soft skills. The results of t-tests identified statistically significant differences between the two groups, with flipped classroom students outperforming their traditional classroom peers in both skill sets. Effect size calculations additionally reported very large effects for both CT (Cohen's d = 2.13) and PS (Cohen's d = 2.34). Regression analyses also confirmed instructional method as a significant predictor of both outcomes, explaining 53.6% of the variance in CT scores and 58.3% of the variance in problem-solving scores. These results suggest that flipped classrooms are more conducive to cultivating essential higher-order thinking skills among vocational students. The study offers practical implications for vocational teachers and curriculum developers seeking to align pedagogy with the needs of the future workforce.