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A quasi-experimental design with 71 students compared an experimental group using flipped instruction with a control group receiving traditional teaching. Instructional videos and e-content were delivered via Moodle, while a cognitive achievement test and surveys measured outcomes. 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E., & Alsalhi, N. R. (2025) . Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. Contemporary Educational Technology, 17(1), ep553.  \n[https://doi.org/10.30935/cedtech/15742](https://doi.org/10.30935/cedtech/15742)  \nARTICLE INFO ABSTRACT  \n\n| Received: 30 Jun 2024\u003Cbr>Accepted: 14 Oct 2024\u003Cbr>INTRODUCTION | As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.\u003Cbr>Keywords: flipped classroom, achievement, engagement, motivation, higher education |\n| --- | --- |\n\nThe COVID-19 pandemic is one of the most significant crises in modern history, impacting every facet of life globally. Among the most affected sectors was education, which had to quickly adapt to alternatives to traditional teaching methods (Fernandez & Shaw, 2020; Williamson et al., 2020) .  \nWith the rise of technology and distance learning, e-learning platforms have gained popularity in higher education, enabling teachers and students to maintain communication remotely (Eltahir, 2019) . The pandemic has disrupted traditional educational frameworks, revealing that methods once effective may no longer suffice in the current context (Allen et al., 2020) .  \nResearch Background  \nThe transition from conventional classrooms to digital learning environments has spurred interest in innovative pedagogical approaches (Cevikbas & Kaiser, 2020), with the flipped classroom model (FCM) emerging as a notable example. This model reverses the traditional teaching dynamic by having students  \nengage with instructional content–such as lecture videos–outside of class, thereby freeing up in-class time for interactive, student-centered activities (Eltahir, 2018; Talbert, 2017). The flipped classroom has gained traction in recent years, particularly as digital video and onl","cbCaipHX22HKgcpl","https://ap.wps.com/l/cbCaipHX22HKgcpl","pdf",350170,18,"English","# Introduction\n## Research Background\n## Research Problem","[{\"question\":\"What teaching context and course does the study focus on?\",\"answer\":\"The study focuses on the STA113 introduction to data analysis course, a compulsory general course for all undergraduate students at Ajman University.\"},{\"question\":\"How was the flipped classroom implemented and what materials were used?\",\"answer\":\"Students in the experimental group used the flipped classroom approach, with educational videos and e-content delivered through Moodle for learning outside class.\"},{\"question\":\"What outcomes were measured and what were the main results?\",\"answer\":\"Academic achievement, motivation, and engagement were assessed using a cognitive achievement test and a survey; results showed statistically significant differences favoring the flipped group.\"}]","Impact of the flipped classroom on academic achievement, motivation, and engagement - A higher education case study | PDF",1792088870,45]