EXPLORING THE IMPACT OF THE FLIPPED CLASSROOM ON STUDENT ENGAGEMENT IN HIGHER EDUCATION: A QUANTITATIVE APPROACH

Despoina Plota, Thanassis Karalis, Katerina Kedraka

Abstract


The flipped classroom has been increasingly implemented in higher education, as it emphasizes participatory and student-centered learning. The purpose of this study was to quantitatively investigate the effectiveness of this model in the course Lifelong Learning and Education at the University of Patras. The study involved 87 fourth-year students who attended two-thirds of the course through the flipped classroom method, while the remaining part was delivered using traditional and experiential teaching approaches. Data were collected through a questionnaire based on the structure and dimensions of the UK Engagement Survey (UKES), which derives its theoretical and methodological framework from the National Survey of Student Engagement (NSSE). The instrument was adapted to the Greek context, and selected items were used following official authorization. The questionnaire was administered both before and after the intervention to record changes in student engagement. Data analysis was conducted using a paired-samples t-test, which revealed statistically significant improvements in key dimensions of student engagement. Specifically, findings indicated enhanced collaboration with peers, increased interaction with the instructor, improved course organization, and a strengthened sense of learning community. Additionally, positive changes were observed in the development of critical thinking and self-regulation skills, though not to the same extent. Overall, the results demonstrate that the implementation of the flipped classroom substantially contributed to enhancing the quality of the learning experience, fostering both intrinsic motivation and sustainable student engagement. The study highlights the pedagogical value of the approach and underscores the need for further research, enriched instructional design, and institutional support in order to promote the systematic adoption of the flipped classroom in Greek higher education.

 

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flipped classroom, student engagement, active learning, self-directed learning, quantitative research

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DOI: http://dx.doi.org/10.46827/ejoe.v10i3.6282

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