The Effects of Flipped Classroom Teaching Method on Science Students’ Higher Order Thinking Skills, Engagement and Satisfaction

Abstract

This study employs a quasi-experimental research design to examine the impact of flipped classrooms on students’ higher-order thinking skills (HOTS), engagement, and satisfaction in a science setting at a public secondary school in the Petaling Perdana district, Malaysia. The research involved two Form Four classrooms: an experimental group experiencing the flipped classroom model and a control group taught traditionally. The instruments used in the research included a HOTS paper-and-pencil test administered as a post-test assessment and 5-point Likert scale questionnaires designed to evaluate student engagement and satisfaction. The study found that students in the experimental group showed significant improvements in HOTS, engagement, and satisfaction compared to those in the traditional classroom model. Furthermore, a positive relationship between engagement and satisfaction in the flipped classroom was observed. These findings underscore the potential advantages of the flipped classroom approach for teaching and learning. By integrating face-to-face instruction with online resources, the flipped classroom encourages active student participation and fosters a more engaging learning environment. This study offers valuable insights for educators looking to develop effective flipped classroom modules and strategies, highlighting the model’s ability to enhance student learning outcomes and overall educational experience. The results suggest that implementing flipped classrooms can be a viable strategy for educators seeking to address the limitations of traditional teaching methods and better support student learning in today’s technologically advanced educational landscape.