Enhancing physics laboratory experiments through an instructional design model using flipped classroom: a case study in a college physics course in Vietnam

This study examined the effects of an instructional model using a flipped classroom (FC) on students' ability to conduct a laboratory physics experiment. A mixed research method was used. In the quantitative method, the questionnaire on students' perception of their ability to perform a physical laboratory experiment was used before and after the intervention study. The student interview was conducted as a qualitative method. Seventy first-year students of the Faculty of Electrical and Electronic Engineering participated in the study. The results show that there is a significant difference in the perception of their ability to conduct a physical laboratory experiment between the experimental and control groups. The interview results demonstrated that the use of the FC model for the physics laboratory improved the students' experimental competencies.