Implementing Flipped Classroom to Enhance Student Engagement: An Action Research

Nana Yaw Brenya Agyeman ORCID iD & Venessa Aphane ORCID iD

Issue: Vol.5  No.11 Issue Article 19 pp. 1860-1878
DOI: https://doi.org/10.38159/ehass.202451119 | Published online 11th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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The flipped classroom, also known as inverted instruction, has gained significant attention recently. This teaching method involves students engaging with resources and activities, such as watching videos before class. Class time then focuses on discussions and problem-solving sessions. This study employed a qualitative research approach with a case study design to explore the flipped classroom’s impact on learning outcomes. Eight participants were purposefully selected for structured interviews. Thematic analysis revealed the importance of student preparation for active participation, knowledge acquisition, and deeper engagement with the material. Additionally, pre-class reading enhanced student understanding maintained interest and promoted learning. The study revealed that the flipped classroom approach can create a positive learning atmosphere that fosters deeper student engagement. Interaction with class materials before class facilitated active participation and a thorough understanding of concepts during classroom interactions. Furthermore, the approach encouraged collaboration and teamwork among students and between students and instructors. Based on these findings, the research recommends that teachers should focus on student engagement with subject matter, resources, and tasks. To maximize the effectiveness of this method, curriculum and educational materials should promote teamwork skills. Additionally, academic institutions should emphasise time management strategies to encourage student self-motivation and interest in studying materials beyond regular class hours. This study will provide a guide for schools to encourage learner engagement and active learning among students and their teachers. Moreso, this will serve as a guide for schools and teachers to optimize the use of flipped classroom.

Keywords: Active Learning, Collaboration, Curriculum, Deep Learning, Flipped Classroom, Inverted Instruction, Student Engagement.

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Agyeman, Nana Yaw Brenya
The researcher is a dedicated lecturer passionate about fostering effective teaching and learning environments. With a strong background in school leadership, the researcher is committed to exploring strategies that enhance educational outcomes. As a university lecturer, the university is actively researching school leadership, innovative teaching methods, and the dynamics of school leadership.

Aphane, Venessa
Venessa is currently a lecturer in the Initial Primary Teacher Education Department famously known as Foundation Phase. Beyond the classroom, she actively contributes to curriculum development and collaborative research, demonstrating her natural curiosity and eagerness to learn from more seasoned researchers. This dedication, coupled with her inherent talent, has contributed to her interest in research.

Agyeman, Nana Yaw Brenya & Venessa Aphane. “Implementing Flipped Classroom to Enhance Student Engagement: An Action Research,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1860-1878. https://doi.org/10.38159/ehass.202451119

© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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