Effect of Flipped Classroom on Students’ Deep Learning in English at Secondary Level

Main theme of the study was to investigate the effect of flipped classroom students ‘deep learning in English at secondary level. Major objective of the study was to find out effect of flipped classroom strategy students’ deep learning in the subject of English at 9th grade students. The study was experimental in nature and true experimental design pretest post-test design only was used to conduct the study. All 9th graders enrolled in Govt. Girls High School Faisalabad district Faisalabad was the target population of the study which was 142. 60 students were randomly selected as random selection. Researcher administered Students’ Cognitive Engagement Test on randomly selected 60 students. The students were split into control and experimental groups using the matched-pair technique. A research Instrument, Students’ Deep Learning Test (SDLT) was developed for the collection of data. Treatment (Flipped Classroom strategies) for six weeks was given to the experimental group. After completion of treatment posttest was administrated on both experimental and control groups. Collected data was analyzed using descriptive statistics as well as inferential statistics (One-Way ANCOVA). On the basis of findings, it was concluded that flipped classroom strategies had significant effect on deep learning in English of 9th grade students. On the basis of conclusions, it was recommended that i) educational institutions and curriculum developers should consider incorporating flipped classroom approaches into the teaching of English. The strategy has been shown to foster deep learning and improve students’ abilities to understand, summarize, and connect new knowledge with prior learning, and ii) additional studies should be conducted across different regions, subjects, and grade levels to validate the effectiveness of flipped classroom strategies and to explore long-term impacts on student learning outcomes, motivation, and academic achievement.