PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS

Authors

DOI:

https://doi.org/10.20535/2410-8286.272234

Keywords:

Structural Equation Model (SEM)-Partial Least Square (PLS), t- value, Flipped Classroom, E-Learning, Student Engagement

Abstract

This research confirms that an e-learning method such as the flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. The research shows that when students were engaged in the class, liked learning new material, and were interested in it, they were more emotionally involved in the flipped classroom content, participated in class, felt good about themselves, and had fun. Afterwards, they demonstrated behavioural engagement by attending class, paying attention, and making an effort to complete assignments and participate in group work as instructed by their concerned teacher. Method: The participants were undergraduates enrolled in a BBA programme and postgraduate MBA course students studying at the university level in the Delhi-NCR region. 261 students, almost 35 per cent of the total population across all years, filled out the questionnaire. A questionnaire developed on Google Forms was distributed among students via the Google Classroom platform and WhatsApp. Students in the classroom were exposed to the flipped learning method using Edmodo and Google Classroom. Findings: Through the consequences of this study, it is demonstrated that, although there is an immediate and positive connection between Flipped Classroom Learning and student Engagement (t-esteem 33.146), the relationship is also positively mediated by (t-value 4.782) and Student Class Preparation (t-value 4.585). It is suggested to increase the scope of the study so that, rather than drawing a study sample from a single institution, future research includes participants from various academic backgrounds and institutions. Practical Implications: This research confirms that a flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. This indicates that students were more emotionally invested in the flipped study hall content when they were keen on the class, delighted in learning new data, participated in class, felt good about themselves, and had fun.

Downloads

Download data is not yet available.

Author Biographies

Sna Farooqi, Jamia Hamdard

Assistant Professor,

Department of Management, School of Management and Business Studies,

New Delhi

Fakhra Naeem, Jamia Hamdard

Department of Management, School of Management and Business Studies,

New Delhi

References

  1. Ash, K. (2012, August 29). Educators evaluate 'flipped classrooms'; Benefits and drawbacks seen in replacing lectures with on-demand video. Education Week, 32 (02), 6, 8. https://www.edweek.org/teaching-learning/educators-evaluate-flipped-classrooms/2012/08
  2. Afrilyasanti, R., Cahyono, B., & Astuti, U.P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4(5), 65-81. https://doi.org/10.37745/ijellr.13
  3. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day (pp. 120-190). Washington DC: International Society for Technology in Education..
  4. Brunsell, E., & Horejsi, M. (2013). Flipping Your Classroom in One "Take". The Science Teacher, 80(3),
  5. Clark, K. R. (2013). Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study. Dissertation Abstracts International Section A: Humanities and Social Sciences, pp. 11-24. https://www.proquest.com/openview/06d76358e12bf818a2652ea5f62590d0/1?pq-origsite=gscholar&cbl=18750
  6. Chen, M. A., Hwang, G., & Chang, Y. (2019). A reflective thinking promoting approach to enhancing graduate students’ flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50, 2288–2307. http://dx.doi.org/10.1111/bjet.12823
    | |
  7. Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education, 3 (1), 171-186.https://doi.org/10.22492/ije.3.1.10
  8. Deslauriers, L. (2011). Improved Learning in a Large-Enrollment Physics Class. Science, 862(May), 862–864. https://doi.org/10.1126/science.1201783
    | |
  9. Doo, M. Y., & Bonk, C. J. (2020). The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped Learning. Journal of Computer Assisted Learning, 36 (6). https://doi.org/10.1111/jcal.12455
    | |
  10. Fornell, C., & Larcker, D. F. (1981). Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
  11. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
  12. Hair, J. F., Black, W. C., Balin, B. j., & Anderson, R. E. (2010). Multivariate data analysis: Maxwell Macmillan International Editions
  13. Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A Primer on Partial Least Squares Structural Equation Modeling. Thousand Oaks: Sage.
  14. Herreid, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66. http://www.jstor.org/stable/43631584,
  15. Khanova, J., McLaughlin, J.E., Rhoney, D.H., Roth, M.T., & Harris, S. (2015). Instructional design and assessment: Student perceptions of a flipped Pharmacotherapy course. American Journal of Pharmaceutical Education, 79(9), 1–8. https://doi.org/10.5688/ajpe799140
    | |
  16. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. http://dx.doi.org/10.1016/j.iheduc.2014.04.003
    |
  17. Kong, S. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16-31. https://doi.org/10.1016/j.compedu.2015.08.017
    |
  18. Kuzu, A. (2007). Views of pre-service teachers on blog use for instruction and social interaction. Turkish Online Journal of Distance Education, 8(3), 34-51. https://dergipark.org.tr/en/pub/tojde/issue/16921/176592
    | |
  19. Lo, C. K., & Hew, K. F. (2020). Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. Journal of Computer Assisted Learning, 37(1), 142–157. https://doi.org/10.1111/jcal.12474
    |
  20. McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., et al. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. https://doi.org/10.5688/ajpe779196
    |
  21. Mireille, F. (2014). The impact of using flipped classroom instruction on the writing performance of the twelfth grade female in Emirati students in the applied technology high school (ATHS). The British University of Dubai. Retrieved from http://bspace.buid.ac.ae/handle/1234/676
  22. Miele, D. B., & Wigfield, A. (2014). Quantitative and qualitative relations between motivation and critical-analytic thinking. Educational Psychology Review, 26(4), 519-541. https://doi.org/10.1007/s10648-014-9282-2
    |
  23. Mull, B. (2012) Flipped learning: A response to five common criticisms. November Learning. https://novemberlearning.com/assets/flipped-learning-a-response-to-five-common-criticisms.pdf
  24. Newman, G., Kim, J.H., Lee, R.J., Brown, B.A., & Huston, S. (2016). The Perceived Effects of Flipped Teaching on Knowledge Acquisition. Journal of Effective Teaching, 16(1), 52-71. Available at: https://eric.ed.gov/?id=EJ1092703
  25. Nouri, J. (2016, August 24). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0032-z
  26. Oliván-Blázquez, B., Aguilar-Latorre, A., Gascón-Santos, S., Gómez-Poyato, M. J., Valero-Errazu, D., Magallón-Botaya, R., Heah, R., & Porroche-Escudero, A. (2022). Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction. Active Learning in Higher Education, 24(3). https://doi.org/10.1177/14697874221081550
    |
  27. Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, and Computers, 36, 717-731. https://doi.org/10.3758/BF03206553
  28. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and re-sampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891. https://doi.org/10.3758/BRM.40.3.879
    |
  29. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. http://dx.doi.org/10.1037/a0032690
    |
  30. Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. (Strategies). Journal of Family and Consumer Sciences, 2(105), 44-49. https://doi.org/10.14307/JFCS105.2.12
  31. Ringle, C. M., Wende, S., and Becker, J.-M. (2022). "SmartPLS 4." Oststeinbek: SmartPLS GmbH, http://www.smartpls.com.
  32. Seery, M. K. (2015). ConfChem Conference on Flipped Classroom: Student Engagement with Flipped Chemistry Lectures. J. Chem. Educ., 92(9), 1566–1567 https://doi.org/10.1021/ed500919u
    |
  33. Sherab, K. (2013). Strategies for encouraging behavioural and cognitive engagement of pre-service student teachers in Bhutan: An action research case study. Educational Action Research, 21(2), 164-184. http://dx.doi.org/10.1080/09650792.2013.789710
  34. Siegle, D. (2014). Technology: Differentiating Instruction by Flipping the Classroom. Gifted Child Today, 37(1), 51–55. https://doi.org/10.1177/1076217513497579
  35. Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups’ perceptions. Computers in Human Behavior, 60, 514-524. https://doi.org/10.1016/j.chb.2016.02.056
  36. Sergis, S., Sampson, D., & Pelliccine, L. (2018). Investigating the impact of flipped classroom on students learning experience: A Self-Determination theory approach. Computer in Human Behavior, 78, 368-378. http://doi.org/10.1016/j.chb.2017.08.011
  37. Toto, R., & Nguyen, H. (2009). Flipping the work design in an industrial engineering course. In J. B. Waldrop & M. A. Bowdon (Eds.), Best practices for flipping the college classroom (pp. 1–4). New York: Routledge
    |
  38. Tucker, B. (2012). The Flipped Classroom: Online instruction at home frees class time for learning. Education Next, 12(1), 82–83. Retrieved from http://educationnext.org/a-different-role-for-teachers-unions/
  39. Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131. https://core.ac.uk/download/pdf/234635267.pdf
  40. Williams, B. (2013). How I flipped my classroom. NNNC Conference (pp. 167-179). Norfolk, NE.
  41. Wulandari, M. (2017). Fostering learning autonomy through the implementation of flipped learning in language teaching media course. International Journal of Indonesian Education and Teaching, 1(2), pp. 194-205. https://e-journal.usd.ac.id/index.php/IJIET/article/view/636
  42. Yan, S., & Song, R. (2013). Virtual classroom and traditional classroom. 2013 Conference on Education Technology and Management Science (ICETMS 2013) (pp.114–116). https://doi.org/https://doi.org/10.2991/icetms.2013.16

Downloads

Published

2023-12-30

How to Cite

Farooqi, S., & Naeem, F. . (2023). PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS. Advanced Education, 11(23), 52–68. https://doi.org/10.20535/2410-8286.272234

Issue

Section

ARTICLES