Student Engagement and Perceived Learning Outcomes in Flipped and Traditional Classroom Settings: An Empirical Study
DOI:
https://doi.org/10.24191/joa.v14i2.10948Keywords:
Flipped Classroom, Traditional Lecture, FliStudent Engagement, Higher Education, Teaching MethodAbstract
The higher education sector is undergoing rapid transformation, requiring educators to adapt teaching strategies to meet the learning demands of the 21st century. Although traditional lecture-based instruction remains efficient for content delivery, it often provides limited opportunities for active engagement and deep learning. This study examined the effectiveness of the Flipped Classroom (FC) model as an alternative to traditional lectures, to enhance deeper learning and engagement among learners. Twenty-five students of BIO 270 Animal and Plant Physiology course at University Teknologi MARA (UiTM) Tapah Perak. Students were exposed to both methods and responded to the well-structured questionnaire. Data was generated to compare the pedagogical methods on content accessibility, student confidence, lecturer support, and classroom participation. The descriptive results showed that the students perceive the FC method better particularly on the engagement and lecturer’s guidance aspects. However, there was no statistical difference between the pedagogical methods (p = 0.056), which suggests that while the FC method has potential to effectively produce good learning outcomes, its impact may therefore depend on the context. Gender had no effect on students’ satisfaction, and this also indicates that the FC model could provide a more equitable classroom engagement. The study concludes that both teaching methods offer unique benefits, therefore integrating them for a more flexible and more engaging learning experience is recommended. Future studies with larger sample sizes and across different academic disciplines are recommended to further validate these findings.
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