The Effects of the Flipped Classroom Model on Pre-university Students’ Academic Performance and Learning Outcomes


This study investigates the implementation and impact of the flipped classroom model (FCM) on Year 12 pre-university students at one of the six form centres in Brunei Darussalam. Traditional pre-university education often revolves around time constraints to cover syllabi and prepare students for board examinations, leading to a reliance on conventional transmission-based teaching methods. However, the evolving educational landscape calls for a transition towards flexible, student-centred pedagogies. The FCM, an innovative iteration of student-centred learning, emerges as a potential avenue for facilitating this transition. Despite its potential, the application of FCM in pre-university education is relatively new, and its effectiveness across diverse subjects remains unexplored. To evaluate the efficacy of FCM in pre-university teaching and learning, a quasi-experimental design was employed across various A-Level subjects. Pre- and post-test scores were collected and analysed using independent sample and paired sample t-tests. Findings exhibit a substantial improvement in students’ post-test performance across all subjects compared to their respective control groups. Furthermore, this study unveils positive effects of FCM on student learning outcomes, particularly in terms of independence, engagement, and collaborative attitude. Interestingly, no significant differences in mental effort and academic stress were reported between FCM and control groups. The accrued favourable outcomes underscore the potential of FCM as a contemporary and effective pedagogical model to be adopted in pre-university settings, contributing to enhanced teaching and learning approaches. This study thus advocates for the incorporation of FCM into pre-university education based on its observed benefits.

Author Information
Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei

Paper Information
Conference: ACE2023
Stream: Learning Experiences

This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Kasah S. (2024) The Effects of the Flipped Classroom Model on Pre-university Students’ Academic Performance and Learning Outcomes ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon