| Sumario: | The case study was carried out at a third‐level college in Ireland to investigate the performance of a student population completing a first year computer architecture module using a flipped learning approach against a traditional chalk and talk approach. The study was completed over a 2‐year period with the same lecturer delivering both approaches to two independent groups. The Kruskal–Wallis H test was performed to understand whether the terminal exam and continuous assessment performance, measured on a continuous scale from 0 to 100, differed based on pedagogy design. The dependent variable was selected as the assessment component, whereas the independent variable was the pedagogy design, with two distinct groups: flipped learning and chalk and talk. The study found that the chalk and talk cohort outperformed the flipped learning cohort in the terminal examination, which was statistically significant (p < 0.05), but observed a small effect size of 3.6% over the population. It was also found that the reverse was true for the continuous assessment instrument, whereby the flipped learning cohort outperformed the chalk and talk cohort. This difference was also found to be statistically significant (p < 0.0005) with a small effect size of 9.6%. Lay Description: What is currently known about this topic: Introducing PowerPoint showed that organization and clarity, entertainment and interest, and professor likability were enhanced.Introducing PowerPoint did not have an impact on final grades.Meta‐analysis of 225 studies showed that students who engage in active learning environments in STEM subjects had their examination scores increase on average by 6%.Students who engage in classes with traditional lecturing are 1.5 times more likely to fail. What this paper adds: Significant difference was found in the terminal examination performance of the students, with the chalk and talk cohort scoring higher than flipped learning cohort.Significant difference was found between the two groups for CA 1 (ongoing continuous assessment), with the students engaging in flipped learning achieving higher marks than the chalk and talk cohort. What are the implications of study findings for practitioners: It is believed that the necessity to create personal notes of each lecture session has enforced students to construct their own understanding of the content on a weekly basis building towards a deeper learning experience.
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