This action research investigates the effectiveness of flipped learning strategies in enhancing student engagement in Physics and English lessons among secondary school students in Kazakhstan. The study explores how the flipped classroom model, which shifts direct instruction outside of class and prioritizes active learning during lessons, impacts students' motivation, participation, and overall academic performance. 

In this research proposal, flipped learning is examined as an innovative pedagogical approach that fosters student-centered learning by providing instructional content (such as video lectures, digital resources, and pre-reading materials) before class, allowing classroom time to be dedicated to interactive discussions, problem-solving, and hands-on activities. The rationale behind this study stems from the need for more dynamic and engaging teaching methods that promote deeper learning and critical thinking in traditionally lecture-heavy subjects like Physics and English. 

The central research question driving this study is: How does the implementation of flipped learning impact student engagement in Physics and English lessons among secondary school students?” 

The objectives of this research are threefold:

1. To evaluate the impact of flipped learning on students' academic performance in English and Physics.
2. To assess changes in student engagement, including motivation, participation, and collaborative learning, as a result of implementing the flipped model.
3. To identify challenges and best practices in adopting flipped learning across diverse subject areas and student groups.

The concept of flipped learning has existed in various forms before being formally named. Historically, educators incorporated elements of flipped learning by assigning reading or lecture materials as homework and using class time for discussion and problem-solving. The approach gained traction in the late 1990s when educators sought student-centered active learning strategies. Dr. Eric Mazur was among the first to adapt this method, and researchers like Lage et al. explored its application in collaborative and project-based learning environments. A key challenge identified was addressing diverse learning styles while balancing classroom time effectively. 

Dr. J. W. Baker developed a teaching approach that integrated lecture content into homework assignments, utilizing emerging educational technologies such as multimedia tools to enhance content delivery. He introduced the term “Flipped Classroom,” also referred to as “Classroom Flip,” which shifted lectures outside the classroom and encouraged students to apply knowledge through active participation in lessons. While flipped learning does not necessarily depend on technology, advancements such as the introduction of computers in the 1980s, internet expansion in the 1990s, and the rise of multimedia tools played a significant role in its evolution. Learning Management Systems (LMS) like Blackboard and WebCT further facilitated its integration into educational settings.  

The flipped classroom model aims to enhance active learning by reallocating instructional time to in-depth discussions, problem-solving, and interactive learning strategies. A typical flipped approach provides students with access to online video lectures before assessments, enabling them to develop critical thinking skills and engage in meaningful classroom participation. Additionally, it allows teachers to shift instructional time toward providing qualitative feedback and differentiated support. 

By integrating digital technologies, flipped learning fosters personalized learning experiences, improving student engagement and self-directed learning. As a component of blended learning, it offers flexible and efficient educational methods, incorporating various teaching strategies to cater to diverse student needs. The model encourages students to take ownership of their learning by interacting with pre-recorded materials at their own pace, while teachers use class time to facilitate deeper understanding through collaborative and hands-on activities. 

This study employs a mixed-methods approach to examine the effectiveness of flipped learning. Data were collected from four classes (two English and two Physics), comprising 52 students with a balanced gender distribution and mixed academic abilities. The flipped learning model was implemented over one academic term, supported by digital learning materials (e.g., platforms, video lectures, online quizzes), guided practice sessions, and collaborative classroom activities. Quantitative data were gathered through: • Monthly quiz scores. • Practical assignments. • Summative assessments. The quantitative analysis involved comparing the performance of students engaged in flipped learning with control groups from the previous academic year who followed traditional teaching methods. Statistical tools were employed to evaluate the significance of differences in scores and identify patterns in performance improvements. Qualitative data collection methods included: • Monthly feedback forms completed by students. • Recorded class discussions to capture real-time insights. • Informal interviews with both students and teachers to gain deeper perspectives on their experiences. The qualitative data were analyzed using thematic coding to identify recurring patterns, sentiments, and themes related to engagement, motivation, and collaborative dynamics. This dual approach of integrating quantitative and qualitative data ensures a comprehensive evaluation of flipped learning’s impact and provides actionable insights for future implementation.

The findings of this study highlight the pedagogical advantages of the flipped learning approach. Quantitative analysis is anticipated to show significant improvements in students’ academic performance, with an average increase of 15 points in quiz scores among flipped learning participants compared to those taught using traditional methods. Enhanced practical assignment scores in Physics are expected to reflect a deeper comprehension of theoretical concepts and their application in problem-solving contexts. Qualitative outcomes are predicted to underscore heightened student engagement and motivation. A substantial proportion of students (approximately 85%) are anticipated to express a preference for the flipped learning model due to its flexibility, which allows them to study at their own pace, and the collaborative nature of classroom activities that foster peer learning. Teachers are expected to report increased participation, critical thinking, and more profound exploration of complex topics, highlighting the model’s capacity to create a dynamic and interactive learning environment. These outcomes aim to validate flipped learning as an effective pedagogical strategy that not only enhances academic performance but also enriches the overall learning experience. The study seeks to provide actionable insights into implementing flipped learning across different subjects and student demographics, offering educators practical guidance for fostering engagement and deeper learning.

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