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.

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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

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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

2023: Issue 23

Section

ARTICLES

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Copyright (c) 2023 Dr. Sna Farooqi, Dr. Fakhra Naeem

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