INVESTIGATING THE IMPACT OF FLIPPED LEARNING PEDAGOGY ON STUDENT ENGAGEMENT AND SELF-DIRECTED LEARNING COMPETENCIES AMONG 10TH GRADE STUDENTS

Abstract

This study examined how 10th-grade students' self-directed learning competencies and level of engagement were affected by the flipped learning pedagogy. Sixty students were split equally into experimental (flipped) and control (traditional) groups using a  pre-test–post-test control group design. While the control group received lecture-based instruction, students in the flipped condition accessed instructional materials prior to class and participated in interactive, group activities during lessons. Validated self-report measures were used to gather information on self-management and self-monitoring, as well as behavioral, emotional, and cognitive engagement. Significant differences in favor of the flipped learning group were found across all variables. Compared to their peers in the traditional classroom, students who were taught using flipped pedagogy reported greater engagement, improved self-monitoring, and stronger self-management. These results are consistent with earlier studies that found flipped classrooms promote learner autonomy, metacognitive regulation, and active learning. According to the study's findings, flipped pedagogy provides a more successful framework for encouraging student participation and independent study in secondary school.