The Impact of Flipped Classroom Pedagogy on Student Engagement and Academic Performance in Secondary Education

Abstract

The flipped classroom pedagogy has emerged as an innovative instructional approach that transforms traditional teacher-centered classrooms into interactive, student-centered learning environments. This study investigates its impact on student engagement and academic performance in secondary education. The objectives of the study were: 1) To determine the impact of flipped classroom pedagogy on the academic achievement of secondary school students, 2) To assess the relationship between flipped classroom pedagogy and the level of student engagement in secondary education, and 3) To analyze the predictive role of student engagement in mediating the relationship between flipped classroom pedagogy and academic performance. The population of the study comprised 26,334 students (10,083 male and 16,251 female), and a sample of 350 students was selected using random sampling with 45% male and 55% female representation. A self-developed questionnaire was used as the research tool. Content validity was ensured through expert reviews, and the tool’s reliability was confirmed using Cronbach's Alpha with a value of 0.83. Data were analyzed using correlation and regression analysis through SPSS. The main finding indicated that flipped classroom pedagogy significantly enhances both student engagement and academic performance, with engagement playing a mediating role. Hence, it is recommended that secondary schools adopt flipped classroom strategies to foster active learning and improve academic outcomes. This study is significant as it provides empirical evidence to support modern pedagogical approaches in enhancing learning experiences and outcomes at the secondary education level.