PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS
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 intere...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
| Published: |
Igor Sikorsky Kyiv Polytechnic Institute
2023-12-01
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| Series: | Novìtnâ Osvìta |
| Subjects: | |
| Online Access: | https://ae.fl.kpi.ua/article/view/272234 |
| _version_ | 1797356706461646848 |
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| author | Sna Farooqi Fakhra Naeem |
| author_facet | Sna Farooqi Fakhra Naeem |
| author_sort | Sna Farooqi |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T14:31:27Z |
| format | Article |
| id | doaj.art-d7e4622244e14cfe99c66f1acb2d5387 |
| institution | Directory Open Access Journal |
| issn | 2409-3351 2410-8286 |
| language | deu |
| last_indexed | 2024-03-08T14:31:27Z |
| publishDate | 2023-12-01 |
| publisher | Igor Sikorsky Kyiv Polytechnic Institute |
| record_format | Article |
| series | Novìtnâ Osvìta |
| spelling | doaj.art-d7e4622244e14cfe99c66f1acb2d53872024-01-12T11:49:42ZdeuIgor Sikorsky Kyiv Polytechnic InstituteNovìtnâ Osvìta2409-33512410-82862023-12-01526810.20535/2410-8286.272234310383PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLSSna Farooqi0https://orcid.org/0000-0002-3446-8790Fakhra Naeem1https://orcid.org/0000-0002-2181-8341Jamia HamdardJamia HamdardThis 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.https://ae.fl.kpi.ua/article/view/272234structural equation model (sem)-partial least square (pls)t- valueflipped classroome-learningstudent engagement |
| spellingShingle | Sna Farooqi Fakhra Naeem PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS Novìtnâ Osvìta structural equation model (sem)-partial least square (pls) t- value flipped classroom e-learning student engagement |
| title | PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS |
| title_full | PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS |
| title_fullStr | PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS |
| title_full_unstemmed | PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS |
| title_short | PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS |
| title_sort | precedence and impact of flipped classroom on student engagement mediating study using sem pls |
| topic | structural equation model (sem)-partial least square (pls) t- value flipped classroom e-learning student engagement |
| url | https://ae.fl.kpi.ua/article/view/272234 |
| work_keys_str_mv | AT snafarooqi precedenceandimpactofflippedclassroomonstudentengagementmediatingstudyusingsempls AT fakhranaeem precedenceandimpactofflippedclassroomonstudentengagementmediatingstudyusingsempls |