Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study

Mohd Elmagzoub Eltahir; Najeh Rajeh Alsalhi

doi:10.30935/cedtech/15742

Mohd Elmagzoub Eltahir ¹ ^* , Najeh Rajeh Alsalhi ²

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CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep553

https://doi.org/10.30935/cedtech/15742

Submitted: 30 June 2024, Published Online: 23 December 2024

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Abstract

As we examine the pandemic’s impact on higher education, we can see that many previously traditional teaching and learning frameworks have been invalidated, and the need for new teaching and learning approaches has increased. This indicates that the traditional frameworks for higher education may no longer be effective. Consequently, there is a need for a new approach, and the flipped classroom model could be a suitable solution for the future of higher education after the pandemic subsides. This study measured the impacts of the flipped classroom method on students’ academic achievement, engagement, and motivation in the introduction to data analysis course (STA113), which is a compulsory general course for all undergraduate students at Ajman University in the United Arab Emirates. A quasi-experimental design involved 71 students divided into two groups: an experimental group (N = 36) using the flipped classroom method and a control group (N = 35) receiving traditional instruction. Educational videos and e-content were provided via Moodle. A cognitive achievement test and a survey assessed students’ motivation and engagement. Results showed statistically significant differences favoring the experimental group, with these students demonstrating greater improvement in skills, knowledge, and motivation compared to those in the control group. This research contributes to the literature by providing evidence that the flipped classroom method can enhance undergraduates’ academic achievement, motivation, and understanding of STA113 topics.

Keywords: flipped classroom, achievement, engagement, motivation, higher education

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Citation

Eltahir, M. E., & Alsalhi, N. R. (2025). Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. Contemporary Educational Technology, 17(1), ep553. https://doi.org/10.30935/cedtech/15742

Eltahir, M. E., and Alsalhi, N. R. (2025). Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. Contemporary Educational Technology, 17(1), ep553. https://doi.org/10.30935/cedtech/15742

Eltahir ME, Alsalhi NR. Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. CONT ED TECHNOLOGY. 2025;17(1), ep553. https://doi.org/10.30935/cedtech/15742

Eltahir, Mohd Elmagzoub, and Najeh Rajeh Alsalhi. "Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study". Contemporary Educational Technology 2025 17 no. 1 (2025): ep553. https://doi.org/10.30935/cedtech/15742

Eltahir, Mohd Elmagzoub et al. "Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study". Contemporary Educational Technology, vol. 17, no. 1, 2025, ep553. https://doi.org/10.30935/cedtech/15742

Eltahir ME, Alsalhi NR. Impact of the flipped classroom on academic achievement, motivation, and engagement: A higher education case study. CONT ED TECHNOLOGY. 2025;17(1):ep553. https://doi.org/10.30935/cedtech/15742