EFFECTS OF FLIPPED CLASSROOM APPROACH ON STUDENT’S PROGRAMMING SKILLS AT HIGHER SECONDARY LEVEL

Abstract

This action study investigates how well the flipped classroom approach works for teaching programming at the Higher Secondary School Certificate (HSSC) level in Army Public School and College Girls Hamza Camp, Rawalpindi when paired with video lectures, tests, and gamification strategies. The goal of the study was to change the conventional learning paradigm from passive to active in order to improve students' motivation, engagement, and comprehension of programming principles under the flipped classroom paradigm, students watched lectures on video outside of class, freeing up in-class time for interactive discussions, group problem-solving, and practical coding activities. In order to promote healthy competition and consistent engagement, gamification features like leaderboards, badges, and point accumulation were also included. Basic purpose behind this study is to highlight the most effective method which may opt for raising student’s achievement level. This experimental study was conducted to explore the academic achievement of students in programming language at higer secondary level. Quasiexperimental research design was used for the study and instrument was pre-test and post-test. Experiment duration was 3 months. Students' programming skills were evaluated using pre- and post-tests.Sample consists of 12th grade of Army Public School and College Girls Hamza Camp Rawalpindi, Pakistan.The results indicate that this hybrid method increased student engagement, facilitated deeper learning, and fostered a favorable attitude toward programming.The study also shown how gamified learning environments may inspire students, particularly in challenging courses like programming where practical experience is essential.The study promotes the use of cutting-edge appr Sadiq oaches to support student centered learning and provides insights into successful programming teaching techniques in modern educational environments.