The Effectiveness of Flipped Classroom Model in Teaching Research in the Higher Education

Rina Lorraine D. Cagas^1, and Jestoni E Salvaña¹

¹Higher Education Department, St. Rita’s College of Balingasag, Balingasag Misamis Oriental, Philippines

Cite this paper:
Rina Lorraine D. Cagas and Jestoni E Salvaña. The Effectiveness of Flipped Classroom Model in Teaching Research in the Higher Education. American Journal of Educational Research. 2025; 13(9):445-448. doi: 10.12691/education-13-9-5

Abstract

This experimental study investigated the effectiveness of the flipped classroom approach in teaching research to higher education students. The participants consisted of 18 students: the experimental group has 9 English majors and control group with 9 Filipino majors. The study compared the academic performance and engagement levels of students exposed to the flipped classroom model against traditional lecture-based instruction. Data were collected through pre- and post-tests and research outputs. Results indicated that the flipped classroom significantly improved students' research comprehension, critical thinking skills, and quality outputs. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores of those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

Keywords:
flipped classroom research instruction higher education student engagement academic performance

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