Impact of flipped classroom models on student engagement and academic performance in higher education

Abstract

The integration of technology in education has driven the adoption of innovative pedagogical strategies like the flipped classroom model, which emphasizes active learning by shifting content delivery outside the classroom and reserving in-class time for interactive activities. This study investigates the impact of flipped classrooms on student engagement and academic performance in higher education. Conducted with 100 undergraduate students across biology and engineering disciplines, the research employs a mixed-methods approach, combining surveys, interviews, and academic performance data analysis. Findings reveal that the flipped classroom model significantly enhances student engagement compared to traditional lecture-based teaching. Students reported greater participation in class discussions, collaborative learning, and peer interactions, attributing their improved engagement to the flexibility of self-paced pre-class learning and dynamic in-class activities. However, the impact on academic performance was less conclusive. While students in the flipped classroom group achieved slightly higher scores, the difference was not statistically significant, suggesting that the effectiveness of this model depends on factors like the quality of pre-class materials and student preparedness. This study highlights the potential of flipped classrooms to foster active learning and engagement in higher education, while also identifying areas for improvement, such as supporting self-regulated learning and enhancing pre-class resources. The findings underscore the need for future research to explore long-term outcomes and strategies to optimize the flipped classroom model for diverse learners.