Flipped classroom: Synchronizing academic achievement, holistic engagement, and teaching excellence

Abstract

The research investigates the impact of the flipped classroom model in enhancing student engagement and academic performance in learning earth science, as well as a comparison of teacher evaluation with that of the traditional model. Recognizing the persistently low performance in international standardized assessments such as the Trends in International Mathematics and Science Study (TIMSS), the Programme for International Student Assessment (PISA), and the National Achievement Test (NAT), this study advocates for innovative teaching approaches that align with technological advancements and diverse learning styles. The flipped classroom model, characterized by prerecorded video lectures accessed outside the classroom, is advocated to improve student motivation and academic understanding. The quasi-experimental study, involving forty-nine undergraduate students taking up earth science, was divided into traditional and flipped classroom groups. All students were then exposed to pre- and posttests in earth science; pre- and postsurveys on engagement across cognitive, behavioral, and affective domains; and were tasked to accomplish standardized teacher evaluations. Results indicate significant improvement in academic achievement for both groups, with the flipped classroom group attaining a superior performance level. Furthermore, the flipped classroom significantly increased student engagement across all domains, unlike the traditional classroom, which only enhanced cognitive engagement. Teacher evaluations remained outstanding and comparable across both methods. All of these suggest that while traditional teaching remains effective, the flipped classroom presents a persuasive pedagogical framework that fosters higher levels of engagement across all domains and academic success. Recommendations include curriculum adjustments and professional development to effectively implement flipped classrooms, thereby supporting academic growth in science learning.