Transforming K-10 Motivation and Engagement Through Flipped Classrooms and Peer-Led Learning

This paper examines innovative strategies to boost motivation and academic engagement among K-10 students, who often perceive this year as less demanding due to the absence of final exams. It explores the challenges these students face, particularly the impact of the COVID-19 pandemic on their learning and the negative stereotypes surrounding this transitional year. To address these challenges, the study implemented a reimagined flipped classroom model, focusing not on lesson delivery but on orientation and emphasizing the importance of K-10 for future academic success. Final-year students (K-12) were involved as mentors, sharing their experiences and insights to help K-10 students understand the significance of this foundational year. The study engaged 224 participants aged 14 to 18 years, including 105 girls, and incorporated interactive learning sessions, such as hands-on activities, group discussions, and problem-solving tasks, to foster a dynamic, collaborative environment. The initiative encouraged K-10 students to take their education more seriously while providing mentors with valuable leadership and communication skills. The results demonstrated that combining the flipped classroom model with peer mentoring effectively addressed student disengagement, reinforced the importance of K-10, and promoted active learning. Despite challenges such as mentor hesitation, the approach created a supportive and engaging atmosphere for both students and mentors. This study underscores the potential of collaborative learning and peer mentoring to improve secondary education, particularly in transitional years, and suggests that refining these strategies could enhance their impact on long-term academic and personal growth.