IMPACT OF FLIPPED CLASSROOM ON ACADEMIC PERFORMANCE OF PRIVATE SECONDARY SCHOOL STUDENTS IN KARACHI

Abstract

This study examines the effect of flipped classroom methodology with reference to the level of academic performance, engagement, and collaborative abilities of learners under this mode of English instruction, in comparison with the traditional classroom strategy. Research done among the students of private secondary schools in Karachi, part took to investigate how this student- centered model has an effect on learning outcomes, classroom dynamics, and

whether teachers are prepared for implementation. It also explores what challenges teachers face during implementation. The study follows a qualitative action research design in which convenient sampling is used because of short time. The research is comprised of in-class observations, students and teacher reflections.

The study had a pre-intervention and post-intervention design. In the pre-intervention phase, data showed us low levels of engagement by the student, poor collaboration, limited interpersonal skills which resulted in difficulty to realize learning outcomes. Students were commonly bored, demotivated, and disconnected from the content learning by traditional means. The intervention phase implemented a flipped classroom model. Findings revealed significant changes in student motivation, participation, collaboration and conceptual understanding. Students showed improved interpersonal skills and they were more confident when forming ideas.