Title: Analyzing the Effectiveness of Flipped Classroom Approach on Students’

Learning Experiences in STEM Education at Secondary Level.

Introduction:
Science and technology are inseparable parts of modern life. The development of science
and technology can bring convenience and a new way of life, but on the other hand
mastering science and technology is an important key to facing challenges in the future
(Wahyu, et al. 2020). Society is needed to have certain abilities in order to be able to
complete and live properly in the rapid development of science and technology. In the
field of work, a person must have skills in science and mathematics, creativity, mastery
of information and communication technology, and be able to solve complex problems
Murnawianto, et al. 2019).

William (2011) defines STEM education as an approach that supports participation using
engineering and technology and improves students’ learning in science and mathematics.
STEM education is an approach that eliminates the boundaries between disciplines by
enabling students to understand the world as a whole rather than parts (Lantz, 2009).
According to Sahin et al. (2014), STEM education aims to enable individuals to look at
problems from a different perspective between fields by gaining skills and knowledge
with a totalitarian approach to education.

Flipped learning is a popular pedagogical approach it can be described as an “events that

have traditionally taken place inside the classroom now take place outside the classroom
and vice versa” (Lage et al. 2000). Flipped Learning is a pedagogical approach in which
direct instruction moves from the group learning space to the individual learning space
and the resulting group space is transformed into a dynamic, interactive learning
environment where the educator guides students as they apply concept and engage
creatively in the subject matter. (Flipped Learning Network 2014).

Flipped Classrooms have gained prominence in STEM (Science, Technology,

Engineering and Mathematics) education, offering a transformative approach to
traditional teaching methods. This pedagogical model involves reversing the typical
lecture and homework components requiring students to engage with instructional content
outside the classroom and using in-class time for active learning and application of
concepts. The effectiveness of flipped classrooms in STEM education can be analyzed
through various lenses, including improved student engagement, enhanced conceptual
understanding and the development of critical thinking skills.

In the traditional classroom setting, students often passively receive information during
lectures, limiting their engagement with the material. Flipped classrooms address this
issue by transforming passive learners into active participants. In-class time is dedicated
to collaborative activities, problem-solving sessions and discussions that encourage
students to apply theoretical knowledge to real-world scenarios. This active engagement
fosters a deeper understanding of STEM concepts and cultivates critical thinking skills
essential for success in these disciplines.

Statement of the Problem:

An extensive study on review of related literature has been done by the present researcher
for the selection of the proposed problem for Ph.D. Theses. The purpose of the present
study is investigated Effectiveness of Flipped Classroom Approach on Students’ Learning
Experiences in STEM Education at Secondary Level.
The present investigation is entitled as ‘Analysing the Effectiveness of Flipped
Classroom Approach on Students’ Learning Experiences in STEM Education at
Secondary Level’.

Objectives of the study:

The main objectives of the present study are as follows:

1. To Compare the Effectiveness between Flipped Classroom & Classical Classroom

on Students’ Problem-Solving skill in STEM education among Secondary students.
2. To Compare the Effectiveness between Flipped Classroom & Classical Classroom
on Students’ Achievement Motivation in STEM Education among Secondary
Students.
3. To Compare the Effectiveness between Flipped Classroom & Classical Classroom
on Students’ Academic Achievement in STEM Education among Secondary
Students.
4. To Comparison between Problem- Solving Skill, Achievement Motivation &
Academic Achievement in STEM Education under Flipped Classroom among
Secondary Students.
5. To Comparison between Problem- Solving Skill, Achievement Motivation &
Academic Achievement in STEM Education under Classical Classroom among
Secondary Students.
6. To Study on STEM Students’ Attitude at Secondary level.

Hypotheses:
On the bases of the objectives as outlined above, the following hypotheses have been
formulated:
 H01–There is no significant relationship between the effectiveness of Flipped
Classroom & Classical Classroom on Students’ Problem-Solving skill in STEM
education among Secondary students.
H02–There is no significant relationship between the effectiveness of Flipped
Classroom & Classical Classroom on Students’ Achievement Motivation in STEM
education among Secondary students.
H03–There is no significant relationship between the effectiveness of Flipped
Classroom & Classical Classroom on Students’ Academic Achievement in STEM
education among Secondary students.
H04–There is no significant relationship between the effectiveness of Flipped
Classroom on Students’ Problem-Solving skill, Achievement Motivation &
Academic Achievement in STEM education among Secondary students.
H05–There is no significant relationship between the effectiveness of Classical
Classroom on Students’ Problem-Solving skill, Achievement Motivation &
Academic Achievement in STEM education among Secondary students.

H06–There is no significant relationship between the effectiveness of Classical

Classroom & Classical Classroom on Students’ Problem-Solving skill,
Achievement Motivation & Academic Achievement in STEM education among
Secondary students Attitude.

Operational Definition of the terms:

❖ Flipped Classroom- Flipped classroom is an instructional strategy that inverts the

traditional classroom experience. In a flipped classroom, students watch video
lectures, read or complete other preparatory activities at home and then use class
time to apply their learning through activities like discussions, problem-solving or
projects. This allows teachers to spend more time with students who need help and
to provide more opportunities for active learning.

❖ STEM- According to Tsupros (2009), “STEM education is an interdisciplinary

approach to learning where rigorous academic concepts are coupled with real-
world lessons as students apply science, technology, engineering, and mathematics
in contexts that make connections between school, community, work, and the
global enterprise enabling the development of STEM literacy STEM education is
a term that refers to the integration of Science, Technology, Engineering and
Mathematics in the curriculum. STEM education aims to foster students’ creativity,
problem solving and critical thinking skills by applying these disciplines to real
 world situations. STEM education also prepares students for the future workforce,
as many jobs requires STEM knowledge and competencies.

❖ Secondary School- Secondary school, also known as high school or secondary

education is an educational stage. It is an educational institution that covers VI to
XII. These Schools typically follow a curriculum set by the respective education
board, such as the West Bengal Board of Secondary Education (WBBSE) for
classes 9 and 10. According to NEP (2020), The Secondary Stage comprises of
classes 9th to 12th (age group- 14 to 18 years). They prepare students for higher
education by providing them with a strong foundation in academic subjects. In
secondary school, students undergo more specialized and in-depth studies in
various subjects, preparing them for higher education or entry into the workforce.

❖ Attitude- Student attitude refers to the set of emotions, beliefs and behaviors that a
student displays towards their education, peers, teachers and school environment.
It encompasses the overall approach and mindset a student adopts in relation to
learning, participation in class, study habits and their general outlook on the
educational experience. Positive attitudes often involve enthusiasm for learning,
engagement in class and a willingness to tackle challenges. On the other hand,
negative attitudes may manifest as disinterest, apathy or disruptive behavior.
Attitudes can influence motivation, engagement and the overall experience a
student has in their educational journey.

❖ Problem solving skill- Problem-solving skills involve the ability to analyze

challenges, identify potential solutions and implement the most effective one. This
process often includes critical thinking, creativity and decision-making.
Developing problem-solving skills is crucial in various aspects of life including
academics, work and personal situations. Practice, experience and exposure to
diverse problems contribute to honing these skills, allowing individuals to
approach issues systematically and find innovative solutions.

❖ Achievement Motivation- It refers to the drive, desire and determination to set and
attain challenging goals, demonstrating a persistent effort to excel academically. It
involves a student’s willingness to take on challenges, overcome obstacles and
strive for success in their educational endeavors. This motivation is often
influenced by a combination of internal factors (personal aspirations, values) and
external factors (peer expectations, teacher encouragement).
 ❖ Academic Achievement-Academic Achievement refers to the successful
completion or attainment of educational goals, typically measured by grades, test
scores and overall performance in academic settings. It reflects a student’s
proficiency and success in mastering the curriculum or meeting specific
educational standards.

❖ Classical Classroom- A Classical Classroom typically educational setting

characterized by structured teaching methods, teacher-centered instruction and a
focus on core academic subjects. This approach often involves direct teacher-led
lessons, textbooks, rote memorization and formal assessments. The Classical
Classroom model contrasts with more progressive or student- centered approaches
that emphasize hands-on learning, collaboration and a broader range of educational
experiences.

Delimitations of the Study:

The delimitations of the study will be as follows:
1) The study will be delimited to secondary students (i.e., only the X grade students)
as samples.

2) In this study, the geographical area will be delimited within the South 24 Parganas
district of West Bengal.

3) Only the Bengali medium secondary schools under the West Bengal Board of
Secondary Education will be considered for the study.

4) The study will be delimited only one Secondary School.

5) In this study, 100 samples will be delimited.

Significance of the Study:

Human resource is the emerging need of any nation. Educated and skilled human
resources is an asset for any country. It is indispensable to develop resources from the
early stage of human life. Children are to be set to achieve good academic scores
encompassing their lives, education and prospects of their future.
The Flipped Classroom is an innovative pedagogical strategy that reverses the traditional
order of teaching and learning. In the flipped classroom, students access instructional
content outside the classroom through pre-recorded lectures or online resources, while
class time is devoted to interactive and collaborative activities that reinforce and deepen
their understanding of the subject matter.
The flipped classroom has been widely adopted in various disciplines and educational
levels, especially in STEM (Science, Technology, Engineering and Mathematics)
education, where it is expected to foster student engagement, critical thinking and
problem-solving skills. STEM Education refers to providing opportunities for students to
become problem solver, innovators, self-confident, logical thinkers and technologically
literate (Morrison,2006). Improving STEM education may also increase the literacy of all
people across the population in technological and scientific areas (Pleasants et al., 2019).
The purpose of this study is to examine the significance of the effectiveness of the flipped
classroom on student’s problem-solving skills, achievement motivation, attitude,
academic achievements in STEM education at secondary education. This study addresses
the growing need for innovative teaching methods in STEM education. By examining the
effectiveness of the flipped classroom model on students’ attitude, problem solving skills,
achievement motivation, academic achievement, it seeks to inform educational practices
and contribute to the ongoing discourse on optimizing learning environments for
secondary STEM students.
After completion of secondary education this research work helps secondary students for
future higher studies & their career development. And also, they can select which stream
is very applicable for their future establishment. It enhances their learning skill,
independent thinking, confidence level, problem solving skill & achievement motivation.
Flipped classroom learning through STEM education improve in learning by doing
activity, innovative skill, interest in science study. It may be positive impact in our society
& all level of students. It enhances the technological knowledge which help for future
research in India. This research work is very much helpful for their practical implication
& day today life.

Research Gap:
In my research work ‘Effectiveness of Flipped Classroom Approach on Students’
Learning Experiences in STEM Education at Secondary Level’ has not been done
properly till now in India. For that reason, I am very much interested to do this research
work in West Bengal. Besides, these variables like that problem-solving skill,
achievement motivation & academic achievement has not been done as yet in West
Bengal. That’s why I will do this work. I hope that it will help a lot for the future
generation of students.
Review Literature:
Thesis Indian B, Ligi. (2019) studied that effectiveness of flip teaching on achievement
and interest in physics among high school students. The objectives of the study were a)
to find he impact of flip teaching on gain scores of students of standard IX in physics b)
to find the impact of flip teaching on the retaining capacity of the control and experimental
groups in physics c) to find the impact of flip teaching on interest of standard IX students
in Physics. The sample was control group (N=40) and experimental group (N=40) of
standard IX students from a higher secondary school, Karungal, Kanyakumari district,
India. In this study, independent t- test, paired sample t-test, ANCOVA were used. The
result found that the effectiveness of flip teaching over the traditional method of teaching
on the academic achievement and interest of standard IX students in Physics. Regarding
academic achievement in physics, the experimental group gained more than control group
which was analysed from the difference in the scores of posttest and pretest. It was also
found that the retaining capacity in physics and interest in physics were enhanced by flip
teaching.

Butzler, B.K. (2014) studied the effects of motivation on achievement and satisfaction in
a flipped classroom learning environment. The objective of the study was to investigate
the constructivist classroom learning environment with the traditional lecture learning
environment. A comparison was prepared using post test scores and student satisfaction
with both instructional models, while considering the level of student academic
motivation and pre knowledge amongst non-science students taking an elective science
course at an open enrollment college. Using ANCOVA statistical analysis, the result
showed that there was no significant satisfaction between the flipped classroom and
lecture learning environments while controlling for pre-knowledge and academic
motivation.

Latha, R. (2020) examined that effectiveness of flipped learning and blended learning on
achievement in computer science among XI standard students. The objective of the study
was to find out the achievement of XI standard students in computer science after the
treatment in flipped learning & blended learning. Experimental method was used in the
study. The sample sizes were 120 students. It collected from higher secondary school of
Chennai district. t-test, one-way ANOVA test were used in the study. The flipped
learning had a positive achievement on criterion posttest among higher secondary
students in the subject computer science and also found that students who liked online
learning had made significant difference in the flipped learning among higher secondary
students. And also, students using smart phone and students who didn’t like online
learning had not made significant difference in the flipped learning. Besides, students
using laptop and students who like online learning has made significant difference in the
blended learning among higher secondary students.
Chowdhry, M. (2022) investigated that Effect of Flipped Classroom learning (FCL)
strategy on student engagement and achievement of elementary school students in Social
Sciences. Experimental method was used in the study. The sample was made up of 80
students in the 8th grade at model school, Rohtak. The data were analysed using mean,
SD & t- test. The result showed that the flipped classroom learning strategy engages
children’s behavior, emotions and cognitive processes. After the experiment, students in
the experimental groups performed better on achievement than their counterparts in the
control group. When seen in a broader framework, influence on student academic
achievement and engagement. The statistics showed that students were more emotionally
invested in the flipped classroom learning strategy. The task specifications and guidance
provided in a flipped classroom boost students emotional and behavioral involvement.

EKTA (2021) studied that effect of flipped classroom teaching on metacognition

classroom environment and academic achievement of B. Ed students. In this study the
experimental method was used, to look at the changes in teaching and learning due to
flipping the class which equally provides a powerful means to improve the level of
metacognition which is knowledge about their cognition, classroom environment which
involves assimilation. The sample of 60 students were collected from RKSD College of
Education, Kaithali district, Haryana state. SD, t-test were used in the study. The data
showed that there a significant difference in the scores of the experimental and control
group on metacognition, classroom environment and academic achievement of B. Ed
students. It was concluded that the intervention program of the flipped classroom has put
their considerable effect upon the level of metacognition, level of classroom, environment
and also level of academic achievement. It was interpreted that the level of metacognition,
classroom environment and academic achievement score of the control group was found
lowered when compared with the experimental group.

Chaudhary, M. (2020) studied the effect of STEM technology program on Academic

Achievement of Elementary school students. Experimental method was used in the study.
80 students (50 male, 30 female) were selected as sample from the population of 300
elementary school students. Purposive sampling was done to choose a STEM school and
then 80 students were selected by random sampling method. In this study t- test was used.
Results of academic achievement obtained in this study showed the STEM education and
STEM practices had a positive effect in increasing students, academic achievement. The
result was found that STEM activities help students more active learning concepts of
subjects like Science, Technology, Engineering and mathematics.

H.Gayathri (2019) studied that effectiveness of flipped classroom strategies on

enhancing learning performance of chemistry and in certain selected variables among the
students of standard XI. In the study experimental method was used. The sample was 66
students in standard XI studying Chemistry as a main subject in a Shunmuga Sundara
Nadar Higher Secondary School at Thoothukudi district. In the study ANCOVA,
ANOVA, t- test, linear regression analysis, product moment co-efficient of correlation
were used in the study. The result found that significant increase in the mean scores in
the post-test scores and gain scores of the experimental group. The experimental group
which was exposed to flipped classroom strategies, showed better with the performance
when compared with the performance of control group students taught with traditional
method of teaching. The students’ attitudes towards learning Chemistry and the flipped
classroom strategies were positive after the approach. Flipped classroom strategies were
effective and in fact crucial than the prevailing academic practice in today’s learning
contexts in enhancing academic achievement and developing better attitude.

S. Anbalagan (2021) stated that effectiveness of flipped classroom strategies on Teaching

in enhancing mathematics achievement among B. Ed Teacher Trainees. The objectives
of the study were a) to know the achievement in the content of content knowledge b) to
know the learners understanding in terms of comprehension of the content c) to identify
the application of the content knowledge to the given situation. This study is quasi quasi-
experimental in nature where in a pre-test non-equivalent groups design was employed.
60 B. Ed Teacher Trainees were selected from the department of mathematics which was
used as samples. The statistical test i.e. t-test, percentage analysis, SD, skewness, kurtosis,
one-way ANOVA, repeated measure ANOVA and correlation analysis were used in the
study. The result showed that the B. Ed Teacher Trainees post-test achievement in
mathematics score is higher than the pre-test. It was proved that flipped learning had
tremendously improved the knowledge of students in mathematical achievements was in
greater level. It was also found that control and experimental groups were similar in
knowledge in their pre-test. Flipped classroom strategy was found more effective and
better when compared to a conventional method. Flipped learning improved the learning
efficiency and interest of learning new subjects. Results showed a more positive attitude
towards mathematics.

Singla, A. (2023) studied that to assess social-emotional learning of students enrolled in

STEM education. Atal Tinkering Labs in schools were providing opportunities to students
for STEM education. The objectives of the study Atal Tinkering Lab, as given in Hand
Book of Atal Tinkering Labs is improvement in social emotional learning of students. In
this study mixed method was used. Qualitative research involved focus group discussion
with STEM educators and school principals. A total of 753 students were the cumulative
sample of the study out of which 386 students were using Atal Tinkering Labs and 368
students were those who were not using Atal Tinkering Labs.In the study, statistical
method like that t-test was used. The study showed that positive effect of STEM education
on social-emotional learning of students. It was found that implementation of STEM
education in schools improved the learning outcomes of students. It was also found that
STEM education improved social emotional qualities of students. STEM education
constitutes the most promising teaching and learning innovation, especially to prepare
students higher order thinking skills as well as to attract students’ interest in learning

Kratika (2022) studied that Teachers’ Awareness and Attitude towards integrating STEM
education in teaching and learning: a study. The objective of the study was to identify the
awareness and attitude of elementary school teachers towards STEM education. The
samples consisted of 302 elementary school teachers in Delhi NCR. Quantitative test used
in the study. Mann Whitney test, co-relation analysis, mean, SD, Kruskal wallis tests were
used in the study. The result was found that 5.96% elementary school teachers has high
awareness, 59.60% elementary school teachers has neutral awareness and 34.44% had
low awareness towards STEM education. It meant majority of elementary school teachers
has moderate level of awareness towards STEM education and only 5.96% of teachers
has high level of awareness. Besides, findings concluded that 67.88% of teachers has
favorable attitude, 28.14% of teachers has neutral attitude and 3.97% of teachers has
unfavorable attitude towards STEM education. It meant majority of teachers has positive
attitude towards integrating STEM education in teaching learning.

Thesis International:
Dixon, L. K. (2017) studied the effect of the flipped classroom on urban high school
students’ motivation and academic achievement in a high school science. The research
questions of the study were a) Is there a statistically significant difference in urban high
school students’ motivation scores, when participating in the flipped classroom as
compared to students who participate in the traditional classroom? b) Is there a
statistically significant difference in urban high school students’ science achievement
scores, as measured by the human anatomy and physiology endocrine system unit test
when participating in the flipped classroom as compared to students who participate in
the traditional classroom? In this study mixed method was used. t-test, correlation,
MANOVA test were used in the study. The result was found that there was a statistically
significant difference in the motivation of students in the flipped classroom as compared
to students in the flipped classroom as compared to students in the traditional classroom.
Another the result of the study was indicated there was not a statistically significant
difference in the academic achievement of students in the flipped classroom as compared
to students in the traditional classroom.

Research Pape International:

Akbas and Kan (2007) conducted a study examining high school students’ motivation
and anxiety about enrolling in a chemistry class and its effect on the students’ academic
achievement. The sample consisted of high school students(N=81) from 10 schools in
Mersin, Turkey. Results showed there was a linear relationship between students’ level
of motivation and achievement, but an inverse relationship between anxiety and
achievement in the chemistry course. As students’ levels of motivation increased to did
their achievement in chemistry, but conversely the opposite occurred with students’ level
of anxiety. As level of anxiety increased a decrease in academic achievement was viewed
and academic achievement in the chemistry course appeared to increase as anxiety was
decreased by students.

Foltz et al. (2014) carried out an exploratory study looking at contributing factors leading
to minority graduate students’ persistence in STEM graduate student’s persistence in
STEM fields. They interviewed minority STEM graduate students about factors, people,
events and other variables that allowed for endurance in the STEM field. The results of
the study showed most participants stated that a strong high school academic preparation
was pertinent to their success in persisting in STEM fields. The researchers suggested
selection of STEM should be made at an early age, and that to do so the kindergarten
through 12th educational system should be prepared to expose and rigorously prepare
younger students for respective STEM subjects.

Barrel, M.A. et al. (2018) studied that student learning in an accelerated introductory
Biology course is significantly enhanced by a flipped learning environment. The objective
of the study was to compare a flipped classroom setting with the traditional setting with
the traditional setting for an accelerated lower division general biology course.
Experimental method was used in the study. In this study, t-test, chi-square test, ANOVA
were used. The result showed that significant differences between students in the flipped
and control sections were observed for low-level Bloom’s questions only. Thus, the
positive effect of the flipped classroom approach on student learning due to improvements
in recall of basic concepts and a better understanding of biology vocabulary in their first
biology course.

Hussain et al. (2023) studied that assessing the effectiveness of flipped classroom
strategy on student performance. The purpose of the study was to analyze the impact of
the flipped classroom model on academic achievement and explore its potential benefits
in enhancing student learning outcomes. The study is grounded in the theoretical
framework of constructivism and active learning. A comprehensive literature review is
conducted, utilizing both qualitative and quantitative research studies on the flipped
classroom approach. The findings of this review indicated that the flipped classroom
strategy has a positive impact on student performance. In the research findings has
significant implications for educators, institutions and policymakers. The adoption of the
flipped classroom strategy can lead to pedagogical advancements, providing students
with a more personalized and engaging learning experience. From a social perspective,
the flipped classroom approach has the potential to address educational inequalities,
promote inclusivity. Students exposed to the flipped classroom model demonstrate
improved academic achievement, increased engagement, enhanced critical thinking skills
and better retention of course content.

Wilbawa, B. & Kardipah, S. (2018) studied that the flipped-Blended model for STEM
Education to improve students’ performances. The main objective of the study was a
flipped-blended theoretical model that was implemented in STEM Education. Descriptive
method was used in the study. Flipped-blended learning also promoted online learning
and active learning. These approaches where students gain content and technical
knowledge through online videos outside of the classroom and other technology
advancements could improve students’ performance in STEM education. The flipped-
blended could be seen as an innovation in increased student achievement, improved
student motivation, provided more time in the classroom for educators and students to
ask higher order questions and receive on the spot feedback. In the flipped-blended model,
the learning activities of students were inverted, students review lecture materials outside
of class and then come to class to be involved in learning activities that are active with
the assistance of their teachers.

Dubey, M. (2019) studied that assessment of flipped classroom uses for engineering
mathematics. The objective of the study was to compare the student performance and
student satisfaction between flipped classroom & traditional classroom of engineering
mathematics. Descriptive statistics was used in the study. The sample consisted of 298
students from IPS Academy Indore under RGPV University, Bhopal. All data were
analysed by statistical software R, using packages ‘Likert’ and ‘Plyr’. The result found
that flipped classroom has positively affected the students’ achievement in Engineering
mathematics. Of which 82.2 % (July-December 2017 cohort) and 85.5% (July-December
2018 cohort) voted in favor of Flip classroom instead of the traditional classroom.
Students comments indicated that education was more personal and online resources gave
students greater control over their learning. The analysis of students’ performance on quiz
and exam averages was presented. A total of 298 students agreed to participate in the
study, out of which 287 students completed both CEQ and written examination.

Erkan, H. & Duran, M. (2023) investigated that the effects of STEM activities conducted
with the flipped learning model on primary school students’ scientific creativity, attitudes
and perceptions towards STEM. The aim of the study was to determine the effects of
STEM activities carried out with the flipped learning model within the scope of science
class on the scientific creativity, perceptions about STEM and attitudes towards STEM
of 4th grade primary school students and to reveal students’ opinions about the learning
process. Mixed method was used in the study. Quasi experimental method with
experimental and control groups were used in the quantitative dimension of the study.
The sample of this study consisted of 57 fourth grade students attending a public primary
school in a city center in the Eastern Black sea region of the 2021-2022 session. Case
study, content analysis was used in the qualitative dimension. In the study, t-test,
Wilcoxon signed-rank test, Mann-Whitney U test, Shapiro-Wilk test were used. The
quantitative results of the study revealed that STEM activities conducted with the flipped
learning model has a positive effect on students’ scientific creativity levels and STEM
perceptions, but has no effect on their attitudes towards STEM. The qualitative results of
the study revealed that students mostly found the activities useful, instructive and fun.
The use of STEM activities supported by the flipped learning model is recommended at
all levels of education.

Cho et al (2021) carried out that active learning through flipped classroom in mechanical
engineering: improving students’ perception of learning and performance. The purpose
of the study was to investigate mechanical engineering undergraduate students’
performance in the flipped classroom. The study was conducted to investigate the
pedagogical benefits of active learning in the flipped classroom from a self-determination
theory perspective. To evaluate the effectiveness of the flipped classroom, students’
academic achievements in the flipped classroom were compared with the ones in the
traditional lecture method. Moreover, to explore in-depth students’ learning experiences
and their perceptions about the flipped classroom, students open -ended surveys were
analyzed. The sample of 99 students for traditional classroom & 313 students for flipped
classroom were used in the study. Multiple regression analysis was used in the study. The
results found that students in the flipped classroom performed better and favored the new
model, feeling that flipped classroom was useful and helpful in preparing for the course.
The qualitative method showed that students felt that they benefitted from the pre-week
online lectures in the flipped classroom to prepare for the course.

Malto et al (2018) studied that flipped classroom approach in teaching biology: assessing
students’ academic achievement and attitude towards Biology. This study determined the
effects of the flipped classroom approach on students’ academic achievement and
attitude, particularly their interest and confidence towards Biology. The quasi-
experimental design was used in the study. A total of 80, grade X students in a non-
sectarian private school in Metro Manila participated in the study. Inferential statistics
i.e. t-test was used in the study. The results showed statistically significant difference in
favor of the flipped classroom group, where students performed better in both lower and
higher order thinking cells. Moreover, flipped classroom group obtained significantly
higher gain scores than traditional group. In terms of attitude, flipped classroom group
gained a significantly higher level of interest and confidence in the subject matter after
the intervention. The flipped classroom instruction also provided opportunities for
scaffolding and differentiation, which helped the teacher address individual needs of
students. Moreover, as the students gained higher levels of interest and confidence in the
subject matter, they became more actively engaged in the performance of activities and
building of ideas and more participative and articulate during small group discussions.

Kennedy, T.J. & Odell, M.R.L. (2014) studied that engineering students in STEM
education. All students must be a part of the STEM vision and all teachers must be
provided with the proper professional development opportunities preparing them to guide
all their students toward acquiring STEM literacy. By focusing on student engagement,
educators from institutions of higher education and K-12 schools can work together to
develop pedagogical models that provide rigorous, well-rounded education and
outstanding STEM instruction. In the study defined the necessary attributes of STEM
programs designed to engage all students, describes a number of model programs
designed to engage all students, describes a number of model programs focused on
student engagement. 65 samples collected from 6-12 class. STEM more interesting to
students and fully engage them in all four subject areas. Innovative curricular programs,
which connect the four disciplines rather than simply strengthening existing mathematics
and science courses was improving student engagement.

Research Methodology:
Variables of the study: The variables of the present study are:
Independent Variable- Flipped Classroom approach
Dependent Variable- Problem solving skill, Achievement motivation, Academic
achievement, Attitude.
Method of the Study-
For the present study quasi–Experimental Research design will be followed to test the
effectiveness of flipped classroom approach on Students’ Learning Experiences in STEM
Education at Secondary Level.
Research Design:
The research design will be Two Groups i.e. Pre-Test, Post Test.

Groups Pre-test Treatment No. of Lessons Post- test

Control Pre-test of Teaching of 15 lessons Post-test of

Group Secondary level Science (Duration of Secondary level
(N=50 students’ (STEM each lesson 40 students’
Approx.) problem-solving education) minutes problem-solving
skill, lessons using approx.) skill,
achievement traditional achievement
motivation & method (2 motivation &
academic months academic
achievement. approx.) achievement.

Experimental Pre-test of Teaching of 15 lessons Post-test of

Group Secondary level Science (Duration of Secondary level
(N=50 students’ (STEM each lesson 40 students’
Approx.) problem-solving education) minutes problem-solving
skill, lessons using approx.) skill,
achievement Flipped achievement
motivation & method (2 motivation &
academic months academic
achievement. approx.) achievement

Table: Research Design of the Study

Sample Selection:
For the present study, population will be Secondary Stage Students under West Bengal
Board of Secondary Education (W.B.B.S.E) of South 24 Parganas in Kolkata. Class X
Science (STEM education) students will be selected as a sample. Total number of sample
size will be 100 approx. One Experimental group and one Control group; 50 approx. in
each group. Purposive Sampling will be used in the study. Sampling will be assigned for
selection of section of Science (STEM Subject) as control and experimental group. In all
100 STEM Students will be selected randomly and placed in Flipped and Traditional
modes of learning (N=100 in total group). The sample selection process will be as
follows:
Population of the Study Secondary stage Students under W.B.B.S.E of South 24
Parganas

Sample of the Study:

STEM Student of Class X (N=100 Approx.)

Experimental Group (50 approx.) Control Group (50 approx.)

Fig: Process of Sample Selection

Tools of the Study:

Research tools will be required for this study which are as follows:
• Self-Constructed tool for the measurement of problem-solving skill, achievement
motivation & academic achievement.
• Students’ attitude tools constructed by

Statistical Techniques:
▪ Descriptive Statistics: Mean, Standard deviation etc. will be used in the study.
▪ Inferential Statistics: For this study, dependent t-test & Analysis of Variance
(ANOVA) will be used.
▪ Graphical representation may be used for presenting data and results.

Procedure of the Study:

Procedure of the present study will be including the following steps:

Effectiveness of Flipped Classroom Approach on Students’ Learning Experiences in

STEM Education at Secondary Level
 Formulation of Objectives & Hypotheses

Research Design: Quasi Experimental

Selection of sample design
By Purposive Sampling, School will be selected and sample

Will be selected by the process of random sampling a. Control

Group & b. Experimental Group (50 approx. in each group).

Selection of Tools problem-solving skill, achievement

motivation & academic achievement (Self-
constructed),

Students’ attitude tools constructed by ----------------

Collection of Data Pre-test Treatment Post-test

Data processing & data analysis Statistical Techniques

Descriptive Inferential Graphical
Mean, SD
Representation
 t-test, ANOVA

Research Findings & Interpretation

Conclusion

Fig: Research Procedure

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