Students' Engagement with Online Quiz-Based Flipped Classroom: The role of Gender

Abstract

The flipped classroom (FC) model is a modern instructional strategy utilized in schools, colleges, and universities, where pre-class resources are provided for students to access, followed by a more active approach to learning in the class session. Literature has indicated that students often fail to engage with the pre-class resources due to insufficient engagement and support techniques, or they do so only shortly before class, adversely affecting in-class learning activities. To address these challenges, we integrated online quizzes into pre-class recorded videos and incorporated cooperative learning theory into in-class sessions to encourage students to watch videos and enhance their learning engagement. A true experimental study involving 151 students was conducted, with participants randomly assigned to either an experimental group or a control group. The experimental group (n = 78) utilized the online quiz-based flipped classroom (OQFC) model, while the control group (n = 73) followed the conventional flipped classroom (CFC) model. The 8-week experiment conducted in an ICT class revealed that the OQFC model significantly increased students' behavioural, agentic, and emotional engagement compared to the CFC model. However, there was no significant difference in students' cognitive engagement between the OQFC and CFC models. The results also showed no significant effect of gender on students' engagement. The integration of a quiz-based strategy and cooperative learning theory into the FC model has demonstrated the potential to enhance the effectiveness of the CFC model. Therefore, it is recommended that educators consider adopting the OQFC model to improve students’ engagement and learning experiences.