Challenges of implementing flipped classrooms were identified and categorized into student-related challenges, faculty challenges, and operational challenges.
Students are categorized into three groups; 30 students whose mothers attended MCEP during 2008 2009 academic year, 30 students who had pre-school education and 30 students who have not taken any type of pre-school education Metropolitan Readiness Test (MRT) are going to be used to gather necessary information.
This list is categorized into areas that students inquire about most often.
Students were categorized into two groups: (i) unengaged students with no involvement in undergraduate scientific research activities and (ii) engaged students with involvement in undergraduate scientific research activities, either extra-curricular or elective, at least once (if they had at least one positive answer for any of the types of participation).
As Fig. 1 shows, over three quarters of the students (77.2%) have the highest probability of being categorized into cluster 2. The students in this cluster can be characterized as having an average frequency school-related and recreational computer use.
The population is made up of virtual undergraduate students, categorized into three groups: early stage of the training process (1 to 25 credits), intermediate phase (70 and 80 credits) and a third group, with learners in a final stage (130-160 credits).
Based on their percentage of scores the students were categorized into mild, moderate, and severe anxiety level groups with the total of 18, 74, and 8 students, respectively.
Using cluster analysis, students were categorized into six clusters.
The challenges of using flipped classrooms were categorized into three main themes, namely student-related challenges, faculty challenges, and operational challenges.
According to their respective score, students are categorized into one of the five proficiency levels (A1-C1; thighestest level C2 is not expected to be achieved by EFL students in grade 9).
Following Betihavas et al.'s (2016) analysis, the challenges identified in the reviewed studies were categorized into three main themes, namely student-related challenges, faculty-related challenges, and operational challenges.
