18025558 Jennifer Arts Researching Teaching and Learning 2

Literature Review: ‘What are the effects of a Flipped Classroom Approach on student

engagement in the classroom?’

The flipped classroom model describes a teaching practice that inverts traditional

teaching methods, through the deliverance of instruction and content outside of the class,

with class time dedicated to application of content and activities (Altemueller & Lindquist,

2017, p. 341). The flipped classroom stands as a relatively new pedagogical method, being

credited to teachers Jonathan Bergmann and Aaron Sams in 2007 (Jamaludin & Osman,

2014; Altemueller & Lindquist, 2017; Luo, Yang, Xue & Zuo, M, 2018). In recent years,

educators have focused on designing engaging experiences for students, due to a close

association of student engagement with academic achievement (Sadik, 2015, p. 507). The

transmissive nature of traditional didactic lecture-like teaching is argued to be an ineffective

teaching method, as students do not learn through passive listening and taking notes

recording content (Sadik, 2015, p. 507). Conversely, the flipped classroom is argued to

engage and focus student learning through a coalescence of active, student-centred learning

with content mastery that facilitates knowledge transference into the real world (Jamaludin &

Osman, 2014, p. 124). However, recent literature conveys concerns in the realms of

inclusivity, varying learning styles and academic achievement and intense instructional and

implementation time within a Flipped Classroom (Smallhorn, 2017; Altemueller & Lindquist,

2017; Pickering & Roberts, 2018; Luo, Yang, Zue & Zuo, 2018).

Within deconstructing tenants of student engagement within research, Reeve’s (2013)

four-aspect conceptualisation of student engagement: behavioural, emotional, cognitive and

agentic, and by Fredericks, Blumfeld and Paris (2004) three-aspect definition of student

engagement as a multi-dimensional construct: behavioural, emotional and cognitive permeate

a majority of literature and research (Jamaludin & Osman, 2014, p. 124; Fredericks,

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18025558 Jennifer Arts Researching Teaching and Learning 2

Blumfeld and Paris, 2004). As such, much research within this literature review are informed

by these tenants.

Within behavioural engagement, Jamaludin & Osman (2014) insist the utilisation of

effective communication, exhibition of caring attitudes, and the provision of active learning

and cooperative learning on behalf of the teacher showcases heightened behavioural

engagements such as student achievement, time on task and satisfaction (p. 126).

Furthermore, Sadik (2015) further vindicates behavioural engagement resulting from a

Flipped Classroom, arguing that students who participated in “behavioural, cognitive and

emotional activities” that the study intended to promote, facilitated a deeper and more

frequent level of student engagement (p. 512). Steen-Utheim and Foldnes (2018) concurred

with a level of behavioural engagement being promoted, however argue that the effect is at a

lower extent to the engagement of cognitive and emotional engagement (p. 314).

Emotional engagement stands as a tenant to improve engagement, with Taylor and

Statler (2013) arguing the correlation between increased emotion and increased learning

(Jamaludin & Osman, 2014, p. 126). Steen-Utheim and Foldnes (2018) categorise the themes

that promote engagement from a flipped classroom approach into three aforementioned

tenants, arguing foremost that the emotional dimension is especially galvanised within the

flipped classroom through a commitment to peers, perceived safety and recognition (p. 322).

Altemueller & Lindquist (2017) argue the Flipped Classroom enables pedagogical

inclusivity, through the flexibility to the classroom setting thus allowing self-paced and

mastery learning, resulting in diminished student anxiety levels in maintaining pace with

content (Altemueller & Lindquist, 2017, p. 344). Furthermore, Smallhorn (2017) utilises the

engagement construct of Fredericks, Blumenfeld and Paris (2004), with a specific focus on

emotional engagement through interest within the class (p. 45). Within this study, it is

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18025558 Jennifer Arts Researching Teaching and Learning 2

concluded that the advantage of a Flipped Classroom lies solely in the gains in engagement

with “academic content, educators and peers” within the emotional dimension, of which

strengthens learning (p. 51, 45).

Furthermore, the cognitive tenant within student engagement is enhanced through the

utilisation of high-order questions “characterised by complexity” enabling opportunities for

explanation, justification and rationalisation for cognitive engagement (Jamaludin & Osman,

2014, p. 126). Furthermore, Alexander (2018) aligns a Flipped Classroom approach with

cognitive engagement through Bloom’s taxonomy, arguing in this context, the lower-order

concepts of remembering and understanding will occur outside of class, with higher-order

concepts such as applying, analysing, evaluation and adapting/creating focused on in class (p.

281). In this shift from teacher-centred instruction to learner-centred instruction, the cognitive

dimension is accessed through collaborative work, whereby students have the opportunity to

learn more from their potentially higher-ability peers (Steen-Utheim and Foldnes, 2018, p.

314). Furthermore, Altemueller & Lindquist (2017) advocate for the ability of the flipped

classroom to differentiate toward student learning needs, with intentional planning of tiered

activities to access differing levels of achievement, standing as an effective way to allow

teachers to achieve cognitive engagement and address students who struggle and with

learning difficulties (p. 343). Within this, immediate feedback stands as an inclusive

component to a Flipped Classroom approach, whereby this dedicated time in the classroom

allows teachers to catch “misunderstands and misconceptions” immediately, and to adjust

ongoing teaching and learning accordingly to promote cognitive engagement and provide

students the opportunity to think critically (Altemueller & Lindquist, 2017, p. 347).

However, concerns within a Flipped Classroom approach centralise on a short-fall in

the realms of inclusivity, varying learning styles and academic achievement and intense

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18025558 Jennifer Arts Researching Teaching and Learning 2

instructional and implementation time. Smallhorn (2017) posits that despite clear evidence

substantiating that a Flipped Classroom increases engagement, a correlation between

cognitive engagement and an increase in academic performance doesn’t necessarily exist (p.

45). Alexander (2018) argues quite a number of researchers have found no measurable

differences, with “Professors Wilson and Sipe [concluding] that the resulting student

outcomes did not overwhelmingly favour either approach [didactic lecture or flipped

classroom]”, as students have an array of learning style and some will respond more

favourably than others to differing approaches (p. 279-280). Leading from this, Luo, Yang,

Zue & Zuo (2018) analysed student preference for agency within a classroom, with results

showcasing that students favoured lower agency environments, preferring the teacher

“assume a more authoritative role to facilitate in-class instruction” (Luo, Yang, Zue & Zuo,

2018, p. 9). Furthermore, Pickering and Roberts (2018) argue that the neglect of differing

students dispositions and varying levels of shyness have an impact on successful

implementation of the flipped classroom, with the environment having the potential to

become “socially inhibiting” for certain students, subsequently causing detrimental impacts

on their learning (p. 119).

Furthermore, inclusivity and ethical concerns stand as a barrier to the implementation

of a Flipped Classroom and enhanced student engagement. Within this, inverting a

traditional, didactic lecturing methodology toward a flipped classroom provides certain

challenges, due to a potential lack of accessibility to required technology, internet or

facilities, as well as “internet accessibility and effective models” (Altemueller & Lindquist,

2017, p. 351; Jamaludin & Osman, 2014, p. 124). Furthermore, engagement may be

prevented from “outside environmental factors, a lack of understanding or satisfaction and

accessibility of local education services” (Jamaludin & Osman, 2014, p. 124). As such, Luo,

Yang, Zue & Zuo (2018) advocate for a heightened active role in providing “direction,

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18025558 Jennifer Arts Researching Teaching and Learning 2

guidance, scaffolding and feedback” if implementing a flipped classroom, and the provision

of special attention for students who struggle in student-centred environments due to variance

in abilities, performance and disposition (p. 11).

However, within this heightened role lays further concern as implementing a Flipped

Classroom “requires more instructional and implementation time, scheduling and planning”

than the traditional didactic lecture method (Sadik, 2015, p. 508). Smallhorn (2017).

Pickering and Roberts (2018) further solidify this concept, arguing that considerable time

commitments are required from the teaching team, due to a significant increase in required

resources, curriculum development and workloads, of which can inhibit smooth

implementation of the flipped classroom (p. 51; p. 119). As such, Picking and Roberts (2018)

offer an alternative, namely the active lecture, to dismantle conceptions of the flipped

classroom and traditional didactic lecture as mutually exclusive, instead promoting a healthy

integration of the two concepts to bring the positive aspects of each methodology to light in

the service of effective teaching and learning (Pickering and Roberts, 2018, p. 120-121).

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18025558 Jennifer Arts Researching Teaching and Learning 2

Data Collection Protocol Explanation

The objective of this data collection protocol is to find how the approaches of a

Flipped Classroom affect the engagement of students within the classroom. Participants

within this study include fifteen senior secondary students in a Western Sydney school due to

their prior exposure to this method, as well as an experienced teacher in Western Sydney with

basic experience in implementing a Flipped Classroom approach. This study will be

undertaken after students have been exposed to a Flipped Classroom, whereby students can

access content via Google Classroom or pre-provided materials prior to attending each class

for three lessons, in comparison to a traditional lecture-like delivery of content within class

time. Differing surveys will be administered to the teacher participant, and the senior

secondary student participants, exploring each of their perceptions of the ‘Flipped Classroom’

approach at the conclusion of three lessons. As such, the questions within each survey are

derivative of one another, with one exploring teacher perceptions of engagement in the

classroom, and the other exploring student perception of their engagement within the

classroom.

Within this, to measure perceptions of class engagement, participants will be asked to

complete a structured questionnaire, consisting of 22 items on a 5-point Likert scale, that

ranges from 5= strongly agree, 4=agree, 3=neutral, 2=disagree, 1=strongly disagree to

provide a quantitative descriptive analysis of both student and teacher self-perceptions and

attitudes of their engagement with a Flipped Classroom approach. The questionnaires, whilst

created by the researcher, bares significant influence of Fredericks, Blumfeld and Paris’

(2004) definition of student engagement as a multi-dimensional construct with three

components; behavioural, emotional and cognitive engagement, as well as influence from

Reeve’s (2013) four-aspect conceptualisation of student engagement, consisting of the

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18025558 Jennifer Arts Researching Teaching and Learning 2

tenants of behavioural, emotional, cognitive, however is exclusive of agentic engagement.

Furthermore, the structure and questions within the questionnaires are derivative of an

amalgamation of the questionnaires provided in Jamaludin and Osman (2014), as well as

Elmaadaway (2018). As such, the questionnaire was developed with deliberate division into

three segments pertaining to behavioural (9 items), cognitive (6 items), and emotional

engagement (7 items), to provide a consistent analysis of engagement in alignment with

relevant literature investigating student engagement.

The ethical principles of informed consent and privacy as articulated by Mockler

(2014) permeate this study. In interest of attaining informed consent, participants will be fully

apprised of the process in which they are to participate, without coercion and with full

information provided about the intention of the project (p. 153-154). Another ethics

consideration of potential benefits to the field is intended, through an analysis inclusive of

both teacher perception and student perception within the study is advocated, due to a

majority focalisation of only student perception and attitudes within recent literature (Steen-

Utheim & Foldnes, 2018; Jamaludin and Osman, 2014; Elmaadaway, 2018). As such, this

study, as guided by literature, informs the overarching topic of the efficacy of classroom

strategies with enhancing engagement, in analysing which components of engagement are

effected, or conversely, unaffected, by a Flipped Classroom approach.

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18025558 Jennifer Arts Researching Teaching and Learning 2

Data Collection - Appendices

Appendix A: Student Perception Survey/Questionnaire

102097 Researching Teaching and Learning 2

By completing this survey, I acknowledge that I have been informed about the purpose of this
task and provide consent for my answers to be included in a presentation for the unit,
Researching Teaching and Learning 2 (unit 102097) at Western Sydney University in 2018.

After participating in the Flipped Classroom lessons, circle which number/statement applies.
Student Strongly Disagree Neutral Agree Strongly
Perception disagree agree
Questions
Behavioural I listen 1 2 3 4 5
carefully to
what is said in
class.
I ask questions 1 2 3 4 5
to clarify what
I don’t
understand.
I interact with 1 2 3 4 5
my peers
during class.
I am alert 1 2 3 4 5
during class.
I participate in 1 2 3 4 5
discussions
with my
teacher.
I am keen to 1 2 3 4 5
attend class.
I complete 1 2 3 4 5
work before
class.
Sufficient time 1 2 3 4 5
is provided for
activities and
discussions
within class.
I prefer 1 2 3 4 5
completing
activities and
assignments in
class.
Cognitive I ask the 1 2 3 4 5
teacher about

8
18025558 Jennifer Arts Researching Teaching and Learning 2

difficult
content.
I attempt to 1 2 3 4 5
relate content
with what I
already know.
I am eager to 1 2 3 4 5
acquire new
knowledge.
I am more 1 2 3 4 5
motivated for
class when I
know and
learn the
content prior
to attending.
I participate 1 2 3 4 5
more in class
when I know
and learn
content prior
to attending.
I communicate 1 2 3 4 5
better with my
peers and
teacher when I
learn content
prior to class.
Emotional I enjoy the 1 2 3 4 5
class.
I enjoy 1 2 3 4 5
participating
in activities
conducted in
class.
I enjoy 1 2 3 4 5
studying
content at
home or prior
to class.
I enjoy being 1 2 3 4 5
asked
questions by
the teacher.
I am optimistic 1 2 3 4 5
when entering
class having
prior
understanding
of the content.

9
18025558 Jennifer Arts Researching Teaching and Learning 2

I feel more 1 2 3 4 5
confident
contributing to
class
discussions
having a prior
knowledge of
content.
I enjoy solving 1 2 3 4 5
and sharing
problems in
class.

10
18025558 Jennifer Arts Researching Teaching and Learning 2

Appendix B: Teacher Perception Survey/Questionnaire

102097 Researching Teaching and Learning 2

By completing this survey, I acknowledge that I have been informed about the purpose of this
task and provide consent for my answers to be included in a presentation for the unit,
Researching Teaching and Learning 2 (unit 102097) at Western Sydney University in 2018.

After implementing the Flipped Classroom lessons, circle which number/statement applies.
Teacher Strongly Disagree Neutral Agree Strongly
Perception disagree agree
Questions
Behavioural Students listen 1 2 3 4 5
carefully to
what is said in
class.
Students ask 1 2 3 4 5
questions to
clarify what
they don’t
understand.
Students 1 2 3 4 5
interact with
their peers
during class.
Students 1 2 3 4 5
appear alert
within class.
Students 1 2 3 4 5
participate in
discussions
with the
teacher.
Students 1 2 3 4 5
appear co-
operative in
class.
Students 1 2 3 4 5
complete work
before class.
Sufficient time 1 2 3 4 5
is provided for
activities and
discussions
within class.
Students prefer 1 2 3 4 5
class time
being

11
18025558 Jennifer Arts Researching Teaching and Learning 2

allocated for
activities.
Cognitive Students ask 1 2 3 4 5
the teacher
about difficult
content.
Students 1 2 3 4 5
attempt to
relate content
with what I
already know.
Students are 1 2 3 4 5
eager to
acquire new
knowledge.
Students 1 2 3 4 5
appear more
motivated for
class when
they know and
learn the
content prior
to attending.
Students 1 2 3 4 5
participate
more in class
when they
know and
learn content
prior to
attending.
Students 1 2 3 4 5
communicate
better with
their peers and
the teacher
when they
learn content
prior to class.
Emotional Students enjoy 1 2 3 4 5
the class.
Students enjoy 1 2 3 4 5
participating
in activities
conducted in
class.
Students enjoy 1 2 3 4 5
studying
content at

12
18025558 Jennifer Arts Researching Teaching and Learning 2

home or prior
to class.
Students enjoy 1 2 3 4 5
being asked
questions by
the teacher.
Students am 1 2 3 4 5
optimistic
when entering
class having
prior
understanding
of the content.
Students feel 1 2 3 4 5
more confident
contributing to
class
discussions
having a prior
knowledge of
content.
Students enjoy 1 2 3 4 5
solving and
sharing
problems in
class.

13
18025558 Jennifer Arts Researching Teaching and Learning 2

Appendix C: RTL2 Consent Form 2H 2018

Dear Potential Participant:

I am working on a project titled "What are the effects of a Flipped Classroom Approach on
student engagement in the classroom?" for the class, ‘Researching Teaching and Learning 2,’
at Western Sydney University. As part of the project, I am collecting information to help
inform the design of a teacher research proposal.
This topic analyses the effects of a ‘Flipped Classroom’ approach on student engagement
within class. As such, the information I want to learn relates to the effects of a ‘Flipped
Classroom’ approach on behavioural, cognitive and emotional engagement of students. The
mode of data collection will be surveys regarding the effects and implementation of a
‘Flipped Classroom’.
By signing this form, I acknowledge that:
 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
 I consent to participate in a survey.
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17

years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

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18025558 Jennifer Arts Researching Teaching and Learning 2

References

Alexander, M. M. (2018). The flipped classroom: Engaging the student in active learning.

Journal of Legal Studies Education, 35(2), 277-300. doi: https://doi-

org.ezproxy.uws.edu.au/10.1111/jlse.12078

Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning.

British Journal of Special Education, 44(3), 341-358. doi: https://doi-

org.ezproxy.uws.edu.au/10.1111/1467-8578.12177

Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class

engagement and skill performance in a Blackboard course. British Journal of

Educational Technology, 49(3), 479-491. doi: https://doi-

org.ezproxy.uws.edu.au/10.1111/bjet.12553

Fredericks, J., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the

Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Stable URL: http://www.jstor.org/stable/3516061

Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance

engagement and promote active learning. Journal of Education and Practice, 5(2),

124-131. Retrieved from:

https://www.researchgate.net/publication/298787589_The_Use_of_a_Flipped_Classr

oom_to_Enhance_Engagement_and_Promote_Active_Learning

Luo, H., Yang, T., Xue, J., & Zuo, M. (2018). Impact of student agency on learning

performance and learning experience in a flipped classroom. British Journal of

Educational Technology, 1-13. doi: https://doi-

org.ezproxy.uws.edu.au/10.1111/bjet.12604

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18025558 Jennifer Arts Researching Teaching and Learning 2

Mockler, N. (2014). When ‘research ethics’ become ‘everyday ethics’: the intersection of

inquiry and practice in practitioner research. Educational Action Research, 22(2),

146-158. doi: 10.1080/09650792.2013.856771

Pickering, J. D., & Roberts, D. J. H. (2018). Flipped classroom or an active lecture? Special

Issue on Ocular Trauma, 31(1), 118-121. doi: https://doi-

org.ezproxy.uws.edu.au/10.1002/ca.22983

Reeve, J. (2013). How students create motivationally supportive learning environments for

themselves: The concept of agentic engagement. Journal of Educational Psychology,

105(3), 579–595. doi: 10.1037/a0032690

Sadik, A. (2015, October). The effectiveness of flipped lectures in improving student

engagement and satisfaction. Paper presented at the 14th European Conference on e-

Learning, Hatfield, UK. Retrieved from: https://search-proquest-

com.ezproxy.uws.edu.au/docview/1728004311?accountid=36155

Smallhorn, M. (2017). The flipped classroom: A learning model to increase student

engagement not academic achievement. Student Success, 8(2), 43-53. doi:

http://dx.doi.org.ezproxy.uws.edu.au/10.5204/ssj.v8i2.381

Steen-Utheim, A. T., & Foldnes, N. (2018) A qualitative investigation of student engagement

in a flipped classroom. Teaching in Higher Education, 23(3), 307-324. doi:

10.1080/13562517.2017.1379481

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