Enhancement in Students' Engagement: An Empirical Investigation into the Efficiency of Flipped Classroom Approach for Students of Social Sciences | ||||
| مجلة کلية التربية (أسيوط) | ||||
| Articles in Press, Accepted Manuscript, Available Online from 19 March 2025 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mfes.2025.344271.2041 | ||||
 View on SCiNiTO | ||||
| Author | ||||
زهوة العنزي 
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| جامعه طيبه المدينه المنوره كليه التربيه قسم المناهج وطرق تدريس وتقتيه التعليم | ||||
| Abstract | ||||
| Student engagement is critical for learning, especially in social sciences. The flipped classroom is an innovative teaching approach that may enhance engagement. This study investigates the influence of flipped classrooms on student involvement and outcomes in social sciences courses. The aims are to explore flipped classroom practices among social sciences educators, assess impact on student engagement/performance, and provide implementation guidelines. Mixed methods were used, including a literature review, educator surveys (N=40), student focus groups, pre/post testing, case studies of successful implementations, and thematic analysis. Educators had varying flipped classroom experience, but valued increased engagement. Students appreciated flexibility and collaboration. The approach boosted academic performance, participation, and critical thinking. Case studies revealed well-designed materials, interactivity, technology integration, teacher support, and student-centeredness as key success factors. Flipped classrooms show promise for amplifying student engagement and learning in social sciences, but effectiveness depends on adequate teacher training, resources, and support. Addressing these needs can help fully leverage the benefits of this innovative, student-driven pedagogy. Key words: Constructivism Theories; Professional Development; Student-Centered Pedagogy; Student Performance; Training Needs | ||||
| Keywords | ||||
| Students; Enhancement; Social Sciences; Flipped Classroom | ||||
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Statistics Article View: 144 |
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