Precedence and impact of flipped classroom on student engagement: mediating study using SEM-PLS

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dc.contributor.authorFarooqi, Sna
dc.contributor.authorNaeem, Fakhra
dc.date.accessioned2024-01-04T17:01:48Z
dc.date.available2024-01-04T17:01:48Z
dc.date.issued2023
dc.description.abstractThis 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.uk
dc.format.pagerangePp. 52-68uk
dc.identifier.citationFarooqi, S. Precedence and impact of flipped classroom on student engagement: mediating study using SEM-PLS / Sna Farooqi, Fakhra Naeem // Advanced education. – 2023. – Iss. 23. – Pp. 52-68. – Bibliogr.: 42 ref.uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.272234
dc.identifier.issn2409-3351 (Print)
dc.identifier.issn2410-8286 (Online)
dc.identifier.orcid0000-0002-3446-8790uk
dc.identifier.orcid0000-0002-2181-8341uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/63545
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.relation.ispartofAdvanced education: збірник наукових праць, Вип. 23uk
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectStructural Equation Model (SEM)-Partial Least Square (PLS)uk
dc.subjectt- valueuk
dc.subjectFlipped Classroomuk
dc.subjectE-Learninguk
dc.subjectStudent Engagementuk
dc.titlePrecedence and impact of flipped classroom on student engagement: mediating study using SEM-PLSuk
dc.typeArticleuk

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Advanced education: збірник наукових праць, Вип. 23