Addressing learners’ academic performance through flipped classroom strategy in project-based assessment – an evidence-based reflection

Abstract

The educational landscape is continuously evolving which places a strong emphasis on adopting and adapting to new pedagogical innovations to enhance student learning. To advance student learning and the learning environment, this study integrates the flipped classroom (FC) strategy to flip the project-based learning (PJBL) assessment in a second-year mechanical engineering course to address poor student performance. The FC strategy was implemented through instructor made videos showing how to use ANSYS-CFX software for project work that were uploaded on YouTube. The aim of this study is to investigate the effect of FC intervention in PJBL on student learning and performance. The study involved mixed methods approach whereby quantitative analysis was used to investigate the impact of the FC model on student marks and qualitative analysis was used to ascertain students’ perceptions of FC model. The participants were 72 s year mechanical engineering students. The results collected through survey that was conducted online using course learning management system (MOODLE) indicated a positive perception towards the FC model. The Mann-Whitney U test at α = 0.05 indicated that there was a statistically significant difference, p < .001 with students attaining higher marks in PJBL with FC intervention than students in PJBL without FC intervention. The enhanced interactions with the content, peers and the instructor resulted in an enjoyable, enhanced and effective learning. The independent learning opportunities in the FC model afforded autonomy. Using FC model and PJBL, students developed competencies such as teamwork, collaboration, creativity, critical thinking and communication, key attributes for the twenty-first century graduates. Additionally, the FC strategy has yielded sustained success post implementation.