The interactive effect of flipped digital classrooms and student engagement on learning outcomes in social science education

Abstract

This study evaluates the effectiveness of the Flipped Digital Classroom (FDC) method in enhancing social science education by integrating digital-based learning through Google Classroom, Zoom Meeting, and social media. Using a quasi-experimental design, the study compares the FDC group, which received technology-based flipped learning, with a control group that followed a conventional lecture approach. The results indicate that the FDC method significantly improves students' social science learning outcomes, with an average score of 73.49 compared to 67.72 in the control group (p = 0.0). Student engagement, measured through behavioral, emotional, and cognitive aspects, also positively contributes to learning outcomes, particularly among students with high engagement levels. These findings confirm that FDC has the potential to revolutionize social science education by enhancing student engagement and achievement. Therefore, it is recommended that educators implement FDC and that schools support it with adequate training and technological infrastructure.

Keywords
  • Flipped digital classroom
  • Student engagement
  • Learning outcome
References
  1. Al-Qahtani, A. A. (2020). Investigating metacognitive think-aloud strategy in improving Saudi EFL learners’ reading comprehension and attitudes. English Language Teaching, 13(9), 50–62. https://doi.org/10.5539/elt.v13n9p50
  2. Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement, and satisfaction. Journal of Education and Practice, 7(9), 108–121. https://s.id/1Tkz8
  3. Ariani, F., Kustati, M., Reflianto, R., Yanti, N., & Wandi, J. I. (2024). The effect of Flipped Digital Classroom and student engagement on English writing skills. Studies in English Language and Education, 11(2), 976–997. https://doi.org/10.24815/siele.v11i2.35990
  4. Arifani, Y., Asari, S., Anwar, K., & Budianto, L. (2020). Individual or collaborative" WhatsApp" learning? A flipped classroom model of EFL writing instruction. Teaching English with Technology, 20(1), 122–139. https://s.id/1Tkzc
  5. Bergmann, J., Overmyer, J., & Wilie, B. (2015). The flipped class: Myths vs. Reality-The Daily Riff-Be Smarter. About Education. Thedailyriff. com. Retrieved. https://bit.ly/38S7S0r
  6. Boonmoh, A., Jumpakate, T., & Karpklon, S. (2021). Teachers’ perceptions and experiences in using technology for the classroom. Computer-Assisted Language Learning Electronic Journal, 22(1), 1–24. https://doi.org/10.4324/9781315633206
  7. Borich, G. D. (2016). Observation skills for effective teaching: research-based practice. Routledge. https://doi.org/10.4324/9781315633206
  8. Chai, A., & Hamid, A. H. A. (2023). The impact of flipped learning on students’ narrative writing. International Journal of Advanced Research in Education and Society, 4(4), 159–175. https://s.id/1Tkzi
  9. Chen Hsieh, J. S., Wu, W.-C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
  10. Chwiłkowska-Kubala, A., Spychała, M., & Stachurski, T. (2024). Model of student engagement in the distance learning process. Central European Management Journal, 32(4), 534–548. https://doi.org/10.1108/CEMJ-01-2024-0005
  11. Connor, C. M., Lara J, J., Crowe, E. C., & Meadows, J. G. (2009). Instruction, student engagement, and reading skill growth in Reading First classrooms. The Elementary School Journal, 109(3), 221–250. https://doi.org/10.1086/592305
  12. Engin, M. (2014). Extending the flipped classroom model: Developing second language writing skills through student-created digital videos. Journal of the Scholarship of Teaching and Learning, 14, 12. https://doi.org/10.14434/josotlv14i5.12829
  13. Fan, X. (2022). The development of EFL Learners’ willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Frontiers in Psychology, 13, 1001283. https://doi.org/10.3389/fpsyg.2022.1001283
  14. Gilboy, M. B., Heinerichs, S., Pazzaglia, G., & Chester, W. (2014). Report enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior. https://doi.org/10.1016/j.jneb.2014.08.008
  15. Gon, S., & Rawekar, A. (2017). Effectivity of e-learning through WhatsApp as a teaching and learning tool. MVP Journal of Medical Science, 4(1), 19–25. https://doi.org/10.18311/mvpjms/0/v0/i0/8454
  16. Guszak, F. J. (1967). Teacher questioning and reading. The Reading Teacher, 21(3), 227–234. https://psycnet.apa.org/record/1968-07851-001
  17. Hasanah, I., & Arifani, Y. (2020). The effect of flipped classroom toward ESP students' reading comprehension. https://s.id/1Tkzn
  18. Hellman, D. S., & Milling, S. (2020). Social emotional learning in arts teacher education policy: a content analysis of assurance standards and course descriptions. Arts Education Policy Review, 1–11. https://doi.org/10.1080/10632913.2020.1793251
  19. Henderson, D., Woodcock, H., Mehta, J., Khan, N., Shivji, V., Richardson, C., Aya, H., Ziser, S., Pollara, G., & Burns, A. (2020). Keep calm and carry on learning: using Microsoft Teams to deliver a medical education programme during the COVID-19 pandemic. Future Healthcare Journal, 7(3), e67. https://doi.org/10.7861/fhj.2020-0071
  20. Hinojo-Lucena, F. J., Mingorance-Estrada, Á. C., Trujillo-Torres, J. M., Aznar-Díaz, I., & Cáceres Reche, M. P. (2018). Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. Sustainability, 10(5), 1334. https://doi.org/10.3390/su10051334
  21. Huang, Y.-N., & Hong, Z.-R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7
  22. Indayani, W. R., Arifani, Y., & Ma’rifah, U. (2022). The use of a flipped classroom to improve students' writing skills using WhatsApp groups. Journal of English Teaching, Literature, and Applied Linguistics, 6(1), 19–24. https://doi.org/10.30587/ jetlal.v6i1.3827
  23. Kvashnina, O. S., & Martynko, E. A. (2016). Analyzing the potential of flipped classroom in ESL teaching. International Journal of Emerging Technologies in Learning (IJET), 11(03), 71–73. https://doi.org/10.3991/ijet.v11i03.5309
  24. Laura-De La Cruz, K. M., Bazán-Velásquez, S. M., Montesinos-Valencia, C. C., Quispe-Vargas, M., & Espinoza-Vidaurre, S. M. (2023). Efficacy of the flipped classroom model on students at Jorge Basadre Grohmann National University of Tacna in English Learning. In Perspectives and Trends in Education and Technology: Selected Papers from ICITED 2022 (pp. 311–321). Springer. https://doi.org/10.1007/978-981-19-6585-2_28
  25. Li, Z., & Li, J. (2022). Using the flipped classroom to promote learner engagement for the sustainable development of language skills: A mixed-methods study. Sustainability, 14(10), 5983. https://doi.org/10.3390/su14105983
  26. Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education, 3(3). https://s.id/1TkzB
  27. Mischenko, N., Kolokoltsev, M., Romanova, E., Dychko, V., Dychko, Y., Dychko, D., Shaida, N., Yakovenko, V., & Kokhan, S. (2020). Using» Flipped Classroom «pedagogical technology in school physical education. Journal of Physical Education and Sport, 20(6), 3504–3511. https://s.id/1TkzC
  28. Østerlie, O., & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in Norwegian secondary physical education. Education Sciences, 10(4), 110. https://doi.org/10.3390/educsci10040110
  29. Phothongsunan, S. (2020). Student and teacher engagement in learning and assessment with portfolios. Cypriot Journal of Educational Sciences, 15(6), 1569–1573. https://doi.org/10.18844/cjes.v15i6.5317
  30. Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: A Case Study with Iraqi EFL Learners. Teaching English with Technology, 19(1), 36–55.
  31. Reflianto, S. Punaji. P., Kuswandi, D., & Widiati, U. 2021. Reading comprehension skills: The effect of online flipped classroom learning and student engagement during the COVID-19 pandemic. European Journal of Educational Research, 10(4), 1613–1624. https://doi.org/10.12973/eu-jer.10.4.1613
  32. Risnanda, R. (2018). Cognitive level of reading questions in English textbook for senior high school. UMSU.
  33. Roohani, A., & Rad, H. S. (2022). Effectiveness of hybrid-flipped classroom in improving EFL learners’ argumentative writing skill. TEFLIN Journal: A Publication on the Teaching & Learning of English, 33(2). https://doi.org/10.15639/teflinjournal.v33i2/349-366
  34. Sela, O., Azhar, F., & Samanhudi, U. (2022). Asynchronous learning model (Its implementation via Google Classroom). ELT-Lectura, 227–242. https://doi.org/10.31849/elt-lectura.v9i2.11041
  35. Sengul, F., Bostanci, H. B., & Kurt, M. (2022). Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes. Frontiers in Psychology, 13, 1009800. https://doi.org/10.3389/fpsyg.2022.1009800
  36. Sevilla, G. (2020). Zoom vs. Microsoft Teams vs. Google Meet: Which top videoconferencing app is best. PC Mag.
  37. Singh, S., & Arya, A. (2020). A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during COVID-19 crisis. Biochemistry and Molecular Biology Education: A Bimonthly Publication of the International Union of Biochemistry and Molecular Biology. https://doi.org/10.1002/bmb.21418
  38. Siswanto, R. A. (2021). The Implementation of Flipped Classroom in Improving Students’ Writing Skills at The University of Brawijaya. Jurnal Ilmu Pendidikan, 27(2), 58–63. https://doi.org/10.17977/um048v27i2p58-63
  39. Subramaniam, S. R., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24(3), 355–372. https://doi.org/10.1007/s10758-017-9343-y
  40. Sykes, G., Bird, T., & Kennedy, M. (2014). Teacher Education : Its Problems and Some Prospects. Journal of Teacher Education, 61(5), 464–476. https://doi.org/10.1177/0022487110375804 https://doi.org/ 10.1177/0022487110375804
  41. Talan, T., & Gulsecen, S. (2019). The effect of a flipped classroom on students’ achievements, Academic engagement and satisfaction levels. Turkish Online Journal of Distance Education, 20(4), 31–60. https://doi.org/10.17718/tojde.640503
  42. Toto, G. A., & Limone, P. (2019). Self-directed learning: An innovative strategy for sport and physical education. https://doi.org/10.14198/jhse.2019.14.Proc4.14
  43. Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Education Next, 12, 82–83.
  44. Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., Darni, R., Betri, T. J., Susanti, W., & Sriwahyuni, T. (2020). Reviewing online learning facing the COVID-19 outbreak. Talent Development & Excellence, 12.
  45. Webel, C., & Otten, S. (2015). Teaching in a world with photomath. The Mathematics Teacher, 109(5), 368–373. https://doi.org/10.5951/mathteacher.109.5.0368
  46. Zen, Z. Z., Zen, Z., & Reflianto, R. (2019). Influence of flipped classroom and social engagement on vocational students’ speaking performance. 5th International Conference on Education and Technology (ICET 2019).
  47. Zheng, Y., Yu, S., & Tong, Z. (2022). Understanding the dynamic of student engagement in project-based collaborative writing: Insights from a longitudinal case study. Language Teaching Research, 13621688221115808. https://doi.org/10.1177/13621688221115808