PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT - Mediating Study Using SEM-PLS

Oct 15, 2026

Uploaded by Đào

Purpose: This research confirms that an e-learning approach such as the flipped classroom improves active learning by strengthening students’ engagement, critical thinking, and class preparation. Findings: When learners were involved, they liked new material and showed higher emotional involvement, participation, self-regard, and enjoyment. Method: Undergraduate and MBA participants used Google Forms via Google Classroom and WhatsApp, with Edmodo and Google Classroom. Results: the positive link is mediated by student class preparation and the SEM-PLS results report significant t-values.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Purpose

Method

Findings

Keywords

1. Introduction

Flipping the classroom and learning outside class

Industrialised education vs flipped learning

Changing conditions with the internet and mobile devices

Technology-driven growth of flipped classrooms

PRECEDENCE AND IMPACT OF FLIPPED CLASSROOM ON STUDENT ENGAGEMENT: MEDIATING STUDY USING SEM-PLS Dr. Sna Farooqi,1 Assistant Professor, Department of Management, School of Management and Business Studies, Jamia Hamdard, New Delhi [dsfarooqi@jamiahamdard.ac.in](dsfarooqi@jamiahamdard.ac.in)[ ](dsfarooqi@jamiahamdard.ac.in)[ORCID](ORCID: 0000-0002-3446-8790)[: 0000-0002-3446-8790](ORCID: 0000-0002-3446-8790) [Dr. Fakhra Naeem](Dr. Fakhra Naeem),2 Assistant Professor, Department of Management, School of Management and Business Studies, Jamia Hamdard, New Delhi, [fakhra@jamiahamdard.ac.in](fakhra@jamiahamdard.ac.in)[ ](fakhra@jamiahamdard.ac.in)[ORCID](ORCID: 0000-0002-2181-8341)[: 0000-0002-2181-8341](ORCID: 0000-0002-2181-8341) Abstract: Purpose: This research confirms that an e-learning method such as the flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. The research shows that when students were engaged in the class, liked learning new material, and were interested in it, they were more emotionally involved in the flipped classroom content, participated in class, felt good about themselves, and had fun. Afterwards, they demonstrated behavioural engagement by attending class, paying attention, and making an effort to complete assignments and participate in group work as instructed by their concerned teacher. Method: The participants were undergraduates enrolled in a BBA programme and postgraduate MBA course students studying at the university level in the Delhi-NCR region. 261 students, almost 35 per cent of the total population across all years, filled out the questionnaire. A questionnaire developed on Google Forms was distributed among students via the Google Classroom platform and WhatsApp. Students in the classroom were exposed to the flipped learning method using Edmodo and Google Classroom. Findings: Through the consequences of this study, it is demonstrated that, although there is an immediate and positive connection between Flipped Classroom Learning and student Engagement (t-esteem 33. 146), the relationship is also positively mediated by (t-value 4. 782) and Student Class Preparation (t-value 4. 585). It is suggested to increase the scope of the study so that, rather than drawing a study sample from a single institution, future research includes participants from various 1 Corresponding author, responsible for Conceptualization, Methodology, Software, Writing-Original draft preparation, Writing-Reviewing and Editing. 2 Corresponding author, responsible for Data curation, Visualization, Investigation, Validation academic backgrounds and institutions. Practical Implications: This research confirms that a flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. This indicates that students were more emotionally invested in the flipped study hall content when they were keen on the class, delighted in learning new data, participated in class, felt good about themselves, and had fun. Keywords: Structural Equation Model (SEM)-Partial Least Square (PLS); t- value; Flipped Classroom; E-Learning; Student Engagement. 1. Introduction By giving students access to course materials outside of class, "flipping the classroom" allows for more time in class for hands-on learning and discussion. November and Mull (2012) describe and support the flipped classroom paradigm. All flipped classroom approaches revolve around the notion that "students prepare for class by watching videos, listening to podcasts, reading articles, or considering questions designed to draw on prior knowledge," even if not all teachers implement the other concepts (pp. 1-5) . Most of the twentieth century was spent following the same model for delivering educational material. Like the training of employees in the era of the Industrial Revolution, this kind of teaching is also referred to

FAQs

What is the purpose of this study on flipped classrooms?

The study evaluates how the flipped classroom model improves active learning by enhancing student engagement, critical thinking, and preparation for class.

How was data collected from participants?

Participants completed a questionnaire developed on Google Forms, distributed via Google Classroom and WhatsApp, while students used Edmodo and Google Classroom for flipped learning materials.

What role does student class preparation play in the results?

The relationship between flipped classroom learning and student engagement is positively mediated by student class preparation, with significant t-values reported in the SEM-PLS findings.

Oct 15, 2026

Uploaded by Đào