Reimagining Engagement Learning Outcomes in Flipped Classrooms Across Diverse Socioeconomic Backgrounds

Shangjun Tang(Faculty of Education & Liberal Sciences, City University Malaysia, Malaysia)
Yasmin Hussain(City Graduate School, City University Malaysia, Malaysia)

Abstract

This study explores the impact of socioeconomic status (SES) on learning outcomes in flipped classrooms, with a focus on engagement as a mediating factor. The study involved the collection of data in 15 schools that adopted flipped instruction as an instructional strategy in science and mathematics, and the students involved were of a variety of backgrounds, in terms of SES. The scan demonstrated that engagement was already a very significant mediator of the correlation between SES and achievement, with elevated amounts of engagement showing the connection to superior academic achievement. Access to technology and parental support emerged as particularly important predictors of student engagement, especially when applied to lower-SES students, who had the greatest benefit of being engaged through peer-communally collaborative and teacher-provision digital scaffolding. The results indicate the relevance of the adaptive instructional delivery, which takes into account the SES conditions of students, giving everyone fair chances to learn in technology-based flipped learning environments. The paper highlights the value of engagement in the context of achievement gaps and suggests recommendations to be used by teachers and policymakers in the light of more inclusive and effective educational settings.

Keywords

Flipped Classroom, Socioeconomic Status, Student Engagement, Learning Outcomes, Technology Access, Parental Support, Peer Collaboration, Digital Scaffolding, Secondary Education, Achievement Gaps

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DOI: http://dx.doi.org/10.12345/ret.v8i2.30191