EFFECT OF FLIPPED CLASSROOM INSTRUCTION ON ENGLISH ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

Abstract

The use of digital technologies has led to an increase in the implementation of student-centered teaching methods, and the flipped class has become a common form of student-centered teaching.But limited empirical evidence were available about its effectiveness in enhancing English language achievement at secondary level in Pakistan.The present study focused on Flipped Classroom Instruction and its effectiveness on the achievement of English learners in the 9th grade, adopting a quasi-experimental research design with pretest and posttest design of an equivalent group.The findings showed that the students with the flipped classroom performed significantly higher than those with the traditional classroom, and that the beneficial effects of the flipped classroom were found in high, average and low achieving students.It was concluded that the flipped classroom was an effective teaching model than teacher centered learning, which encourages active learning, active participation of learners, individualized teaching and learning, as well as improving the interaction between teachers and students.