Introducing Flipped Classroom for Enhancing Learning Outcomes

Abstract

This study focuses on addressing the issue of low engagement and participation among honors-level students in the traditional classroom setting of colleges affiliated with the National University of Bangladesh. The Professional Learning Community (PLC) formed a team of five members from different disciplines to implement an instructional intervention using the Flipped Classroom (FC) method. The FC method involves providing students with class materials before class, allowing them to prepare and engage in various activities during class time. The study aimed to observe and record students’ attitudes and behaviors in both traditional and flipped classrooms and assess their engagement and participation using a Likert scale.The intervention was conducted in four colleges, targeting first-year honors students. The results indicated a significant increase in the number of students actively participating in the classes compared to the traditional lecture-based approach. The FC method promoted active learning, critical thinking, and application of knowledge through hands-on activities and assignments. The use of digital tools, such as Kahoot and Padlet, enhanced the learning experience.The study highlights the instructional issue of low student participation and confidence, leading to unsatisfactory learning outcomes. The FC method is proposed as an effective pedagogical approach to address this issue by transforming the role of students from passive learners to active participants and making teachers facilitators of learning. The study concludes that the FC method improves student engagement, participation, and overall learning outcomes. The findings provide insights into the effectiveness of blended learning strategies in higher education contexts.