EFFECT OF THE FLIPPED CLASSROOM APPROACH ON ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

Abstract

The present study investigated the effectiveness of the flipped classroom approach on English language learning among Grade 5 students in primary schools of Bagh, Azad Jammu and Kashmir (AJK). The study aimed to examine the impact of the flipped classroom strategy on students' academic achievement, participation in learning activities, teacher satisfaction, and the use of technology to enhance student learning. The flipped classroom model reverses the traditional instructional method by delivering instructional content outside the classroom, typically through videos and digital resources, while classroom time is utilized for interactive learning activities such as group discussions, peer learning, and collaborative assignments. A quasi-experimental pretest–posttest non-equivalent control group design was employed to conduct the study. Two groups of Grade 5 students were selected: an experimental group taught using the flipped classroom strategy and a control group taught through traditional lecture-based instruction. A pretest was administered prior to the intervention to measure students’ baseline English language competency. Following this, the experimental group received instruction through the flipped classroom model for four weeks, incorporating peer learning, differentiated instruction, and group-based learning activities, while the control group continued with conventional teaching methods. After the intervention period, a posttest was administered to assess students’ learning gains. Both pretest and posttest consisted of fifty questions, each test lasting fifty minutes and carrying equal weightage. Data collection was conducted over a four-week period under consistent testing conditions, and students’ performance was recorded and analyzed. Statistical analysis was performed using SPSS software. Paired sample t-tests were applied to examine differences between pretest and posttest scores within groups, while comparative analysis was conducted to determine differences between the experimental and control groups. The findings revealed that students in the experimental group demonstrated significantly higher improvement in English language performance compared to students in the control group. The results further indicated that the flipped classroom approach enhanced students’ participation, engagement, comprehension, and overall English language competence. Additionally, teachers reported positive experiences with the flipped classroom strategy due to increased student interaction and improved classroom management. Based on the findings, the study concludes that the flipped classroom approach is an effective instructional strategy for improving English language learning at the elementary level. The study recommends the integration of flipped classroom methods in Grade 5 English instruction to promote active learning, improve academic achievement, and effectively utilize technology in primary education settings.