THE EFFECT OF FLIPPED CLASSROOM MODELS ON 6TH GRADE STUDENTS’ ENGAGEMENT AND ACHIEVEMENT IN ENGLISH LANGUAGE LEARNING

Abstract

This study investigates the impact of flipped classroom models on the engagement and achievement of 6th grade students in English language learning. A quasi-experimental design was employed, involving two groups of students: an experimental group using the flipped classroom model and a control group using traditional teaching methods. Data were collected through pre- and post-tests, student engagement surveys, and classroom observations. The findings suggest that the flipped classroom model significantly enhances student engagement and achievement compared to conventional methods. Recommendations for educators and implications for future research are discussed.