Flipped learning is a student-centered teaching strategy that reverses the conventional learning environment by delivering instructional content before the class while moving activities, such as homework, into the classroom. Primarily, this study has made a systematic review of the literature on flipped learning in mathematics and science education following the PRISMA guidelines. It has also observed how the higher education system in Nepal can be transformed. After the intensive investigation and screening of the database, 65 peer-reviewed articles published from 2015 to 2025 were selected for the review study. The findings of the reviewed studies show that well-designed flipped learning always leads to enhanced students' engagement, academic performance, deeper conceptual understanding, and the development of higher-level thinking skills. Furthermore, the reviewed studies explain that flipped learning modifies traditional classroom setups into interactive, collaborative, and learner-centered learning activities. The findings of this review also indicate that structured pre-class preparation, in-class collaborative tasks, and continuous formative assessment are the key essence of this model. Nevertheless, students’ readiness, faculty’s workload, the digital divide, and institutional culture still remain major obstacles in this regard. Finally, this study provides an evidence-based summary of the reviewed studies and offers policy-related guidance for the promotion and reform of learner-centered higher education in Nepal.
Problem-Based Learning (PBL) is widely used in mathematics education to encourage active student participation and the development of higher-order thinking skills. Therefore, this study aims to examine the implementation and research trends of Problem-Based Learning (PBL) in school mathematics learning through a Systematic Literature Review (SLR). The review followed the PRISMA framework and searched articles in the Scopus database published during 2020-2025. From 200 identified records, eight articles met the inclusion criteria and were included in the final analysis. The findings reveal that PBL is generally implemented through problem orientation, group organization, investigation, presentation, and reflection or evaluation, although variations exist in learning context and instructional integration. In addition, PBL research is still dominated by senior high school contexts, quasi-experimental methods, and higher-order cognitive outcomes, particularly problem-solving and critical thinking skills. These findings indicate that while PBL has been implemented consistently in mathematics education, opportunities remain for broader research across educational levels, learning outcomes, and instructional integrations.
Keywords: Mathematics Education, PRISMA, Problem-Based Learning, Systematic Literature Review
Aisyah Muthia Ghefira¹, Al Jupri², Jarnawi Afgani Dahlan³ et al.· Jurnal Math-UMB.EDU· 0 citations
Flipped instruction has received attention in K–12 education for the potential to increase student engagement, motivation, and active learning by combining technology and redesign of the teaching and learning process. The purpose of this study is to determine the recent trends and the main findings of literature studies related to flipped classrooms in K-12 education in order to find the most common investigated themes of the studies, the research methods used, and to look at the benefits of flipped classrooms in those. The review was conducted based on the PRISMA 2020 framework to maintain rigor and transparency. The electronic databases including Science Direct, ProQuest and Scopus were reviewed from January 2020 to December 2024 for peer-reviewed articles. Twenty-nine articles were chosen as relevant by content analysis. The results showed that research on the flipped classroom model in K–12 education was a new area of research, with a notable increase in the number of publications in the last five years. The most commonly employed designs were mixed-methods and quantitative. The prevalent topics were student engagement, motivation, and active learning. The results of the studies found that the flipped classroom approach is significantly increasing the learning process in terms of interaction, independent work, and active participation in the class. Nevertheless, a lack of studies in the higher secondary school and on several stakeholders (e.g., the parents and school leaders) was underlined. The flipped classroom model presents notable benefits for K–12 education, but further research is needed to explore its challenges, particularly in underrepresented contexts. Practical recommendations for educators to help increase implementation and for further research into the benefits and limitations of this strategy are included.
Jahirul Islam, Siti Nadhirah Abd Rahman, J. J. Jeyaraj· TEM Journal· 0 citations
Reading comprehension is a crucial skill that underpins the understanding of scientific concepts and processes, facilitates the integration of conceptual knowledge with analytical thinking, and thereby enhances scientific literacy. In this context, the flipped learning model allows students to explore essential concepts at home through digital resources, thus freeing classroom time for targeted interventions. In this study, it was aimed to evaluate the effect of reading comprehension-based science instruction, supported by a flipped learning model, on the learning and reading comprehension skills of 7th-grade students during the 2022-2023 academic year in a boys-only public middle school in Istanbul. By employing an embedded mixed design, the effectiveness of reading comprehension-based instruction was evaluated during and after the implementation stage by conducting an experimental design and collecting both qualitative and quantitative data. In total, 67 students participated. In the experimental groups, students learned basic concepts at home through assignments from the Education Science Network before class, while in-class activities focused on applying reading comprehension skills to scientific content. Data were gathered through various measurement tools, including a reading comprehension skills scale, an achievement test, teacher reflection notes, and semi-structured interviews. The findings showed that students significantly showed improvement in their reading comprehension and science performance. Students stated that they achieved better understanding and learning through reading strategies that they could apply in other courses. In addition, the instruction contributed to their social-emotional development, including self-awareness, social skills and academic motivation.
The flipped classroom has become one of the main active methodologies in higher education; however, scientific evidence remains dispersed across different disciplinary contexts. The objective of this study was to determine the current state of the flipped classroom pedagogical model through a systematic literature review. PRISMA 2020 guidelines were followed, and the Scopus, Web of Science, ERIC, and SpringerLink databases were consulted, selecting 20 studies that met the inclusion criteria. The results showed that the flipped classroom promotes active learning, strengthens self-regulation, increases student participation, and fosters competency development when there is coherence between instructional design, autonomous preparation, and face-to-face activities. It is concluded that the flipped classroom constitutes a consolidated pedagogical model, in its pedagogical, technological, and formative dimensions, whose effectiveness depends on the systemic integration of its components.
This study investigates the effectiveness of a blended learning model integrating Flipped Classroom and Think-Pair-Share (TPS) in university-level English language teaching (ELT). It evaluates its impact on English proficiency and student engagement, addressing the growing need for interactive, student-centered instruction in higher education. A quasi-experimental mixed-methods design was applied to 80 first-semester university students, divided into experimental and control groups. The experimental group engaged in Flipped Classroom and TPS activities, while the control group followed conventional instruction. English proficiency was measured through pre- and post-tests, while student engagement was assessed using questionnaires, interviews, and classroom observations. Paired t-tests and thematic analysis were conducted to analyze the data. The experimental group outperformed the control group in all language skills, with the highest gains in speaking (30%) and writing (26.5%). Student engagement significantly increased, particularly in classroom discussions (+38.71%). Qualitative findings revealed that students found the blended model more engaging, interactive, and effective in fostering collaboration and confidence in language use. The study provides empirical evidence supporting the integration of Flipped Classroom and TPS in ELT, offering practical insights for curriculum development, faculty training, and policy adaptation in higher education. This study contributes to blended learning research in ELT, demonstrating its potential for scalable, adaptive, and technology-enhanced pedagogies. Future research should explore long-term retention, cross-cultural implementation, and AI-driven learning support.
D. Anggraini, Jufrizal· Journal of Intelligent Decis...· 0 citations
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