FLIPPED CLASSROOM AND ACADEMIC ACHIEVEMENT: EVALUATING STUDENT PERFORMANCE OUTCOMES

This study evaluates the effectiveness of the flipped classroom (FC) model in enhancing English language learning outcomes among second-year primary education majors compared to traditional classroom (TC) instruction. Using a mixed-methods approach, the research analyzed term-end results and Telegram-administered surveys assessing student perceptions, engagement, and performance. Quantitative data revealed statistically significant improvements in the FC group, with mean scores increasing from 62.00 to 68.00, while the TC group showed marginal gains (39.90 to 41.52). Effect sizes grew over time, suggesting cumulative learning benefits. The FC approach also reduced outcome variability, evidenced by lower standard deviation and coefficient of variation values. Qualitative findings highlighted enhanced speaking confidence, vocabulary retention, and comprehension, with a strong student preference for continuing the model. However, successful implementation requires targeted support, including time-management workshops and structured pre-class guidance. The results demonstrate FC’s potential as a transformative pedagogical tool in language education, though careful planning and iterative evaluation remain essential to address variability in student adaptation. This study contributes to FC literature by addressing gaps in longitudinal analysis and discipline-specific applications, offering actionable insights for educators in primary education contexts.