Effect of Flipped Classroom on Students’ Cognitive Engagement in English Subject at Secondary Level
DOI:
https://doi.org/10.55737/qjss.vi-ii.25343Keywords:
Flipped Classroom, Cognitive Engagement, English Subject, Secondary Level, EducationAbstract
Main theme of the study was to investigate the effect of flipped classroom students ‘cognitive engagement in English at secondary level. Major objective of the study was to find out effect of flipped classroom strategy students’ cognitive engagement in the subject of English at 9th grade students. The study was experimental in nature and true experimental design pretest post-test design only was implemented to conduct the study. All 9th graders enrolled in Govt. Girls High School Faisalabad district Faisalabad was the target population of the study which was 142. 60 students were randomly selected as random selection. Researcher administered Students’ Cognitive Engagement Test on randomly selected 60 students. The students were split into control and experimental groups using the matched-pair technique. A research Instrument, Students’ Cognitive Engagement Test (SCET) was developed for the collection of data. Treatment (Flipped Classroom strategies) for six weeks was given to the experimental group. After completion of treatment posttest was administrated on both experimental and control groups. Collected data was analyzed using descriptive statistics (Frequency, Mean, standard Deviation etc.) as well as inferential statistics (Paired sample t-test, independent sample t-test and One-Way ANCOVA). Flipped classroom strategies significantly enhance cognitive engagement in English for 9th graders. Recommendations include adopting innovative technologies to aid learning and establishing structured frameworks to seamlessly integrate flipped techniques into educational curricula, promoting active student participation and adaptive learning. Best practices, alignment of learning objectives, and methods for assessing the results of cognitive engagement should all be highlighted in these guidelines.
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