AN EMPIRICAL RESEARCH ON THE INFLUENCE OF STUDENT ENGAGEMENT ON UNDERGRADUATE STUDENTS’ ACADEMIC ACHIEVEMENT IN THE FLIPPED CLASSROOM ENVIRONMENT

Abstract

High quality student engagement is an important goal in the pursuit of flipped classroom teaching and learning and is a necessary process element to ensure student achievement. Purpose: The main purpose of this research was to analyse the relationship between dimensions of student engagement and student achievement in the flipped classroom at a China university by surveying data from 507 university students from Longdong University, China. Methods: Data were elicited via a survey approach and analyzed quantitatively to support the investigation. Student engagement is measured using The Flipped Learning Student Engagement Scale (FLSES) and student achievement is represented by the student's C language programming composite score. Results: The results of the analyses revealed significant positive relationships between students' academic achievement and student engagement. In addition, the research found that cognitive, behavioural and relationship with the faculty member had a direct impact on student achievement, and peer relationship had an indirect impact on student achievement in the flipped classroom. Conclusion: The research provides a basis for improving student achievement from the perspective of improving student engagement.