Enhancing Student–Teacher Engagement Through The Flipped Classroom Model: An Empirical Study

Abstract

The flipped classroom model is a learner-centered methodology that relocates conventional lectures outside the classroom via pre-class films, texts, and digital resources, reserving class time for active learning endeavors. This research examines the influence of the flipped classroom model on student-teacher engagement in higher education. Data were gathered from 120 participants (students and teachers) via a standardized questionnaire and analyzed using SPSS via reliability tests, descriptive statistics, chi-square testing, and correlation analysis. Findings demonstrate that readiness and teacher interaction are the primary determinants of engagement, whereas motivation and collaboration serve as supplementary influences. Educators indicated greater involvement than students, underscoring the necessity to enhance student readiness. The results indicate that the flipped classroom promotes active engagement, interaction, and cooperation, rendering it an effective paradigm for enhancing educational outcomes in higher education.