Effectiveness of Integrated Google Classroom, Reciprocal Peer Teaching and Flipped Classroom on Learning Outcomes of Research Methodology: A Natural Experiment

Background To maintain physical distancing for reducing the spread of COVID-19, online learning appears to be a viable option to carry on teaching and learning. Aim The aim of study was to assess the effectiveness of integrated flipped classroom and reciprocal peer teaching (RPT) using Google Classroom as a learning management system (LMS) for teaching and learning, a module of Research Methodology. We also aimed to assess learner’s satisfaction. Methods An educational interventional study was conducted with 17 students enrolled in the Master of Public Health course, All India Institute of Medical Sciences, Rishikesh, for one month. As per protocol development and integration were conducted and validated pre- and post-tests were held for assessment of knowledge and skill component. Class normalized learning gain was used as objective measure for improvement in knowledge and skill. Students' feedback was collected using a structured questionnaire at the end of module. Results Mean test scores of knowledge and skill, improved significantly from 26.4 (11.95) to 33.64 (6.63) and 17.88 (5.7) to 62.76 (18.18) respectively. Class average normalized gain for knowledge and skill was 30.28% and 55.67, respectively. Students agreed that online learning imparted good understanding, at comfortable pace, opportunity for interaction. Students felt poor network affected their learning. Conclusion The study concluded that flipped classroom and RPT integrated with Google Classroom is an effective intervention.