Exploring the influence of flipped classroom pedagogy on student achievement and engagement

This study evaluates the impact of the flipped classroom on learning outcomes among first-year management students in five vocational colleges in Anhui Province, China. A quasi-experimental design was used, with 1,000 students divided into flipped classroom (experimental) and traditional teaching (control) groups. The study assessed academic achievement, successful intelligence, and learning attitudes, while also exploring the moderating role of cognitive style. Results showed that flipped classroom students outperformed traditional learners, with significant gains in academic achievement, successful intelligence, and learning attitudes. Cognitive style did not moderate the flipped classroom's effectiveness, indicating its broad applicability. The findings suggest that flipped classrooms can enhance student performance and offer valuable insights for optimising teaching strategies in vocational education.