The Effectiveness of Flipped Classroom and Think-Pair-Share in Enhancing English Proficiency and Student Engagement among EFL Learners in Higher Education

Flipped classroom methodology and its effect on english language learning outcomes in higher education

Flipped Classroom Implementation and Student Engagement in Secondary School Biology Instruction in Nigeria: A Quasi-Experimental Study

The traditional method of delivering lectures in secondary-level biology remains associated with low learner engagement, particularly when the curriculum is heavy, making active learning difficult. The flipped classroom strategy, which uses digital media to deliver instruction before class while class time is allocated to investigation activities, has been adopted as one of the most preferred educational reform strategies. The study used a quasi-experimental, non-equivalent pre-test-post-test control group design, involving 94 students (48 in the experimental group and 46 in the control group) over 12 weeks from two intact secondary school classes. Results of an independent-samples t-test showed statistically significant differences in favor of the flipped classroom on all measures of engagement, including behavioral engagement (t(92) = 6.04, p < .001, d = 1.25), emotional engagement (t(92) = 4.43, p < .001, d = 0.91), and cognitive engagement (t(92) = 4.13, p < .001, d = 0.85). Biology achievement gains were also significantly greater among participants in the experimental condition (t(92) = 5.34, p < .001, d = 1.10). ANCOVA also showed significant between-group differences on all outcomes while controlling for pre-test scores. Qualitative data revealed that learners appreciated autonomy, cooperative problem-solving, and quick feedback; however, they initially experienced some technology anxiety. The flipped classroom model can positively impact student engagement and academic success in secondary biology classes. Thus, implementing constructivist pedagogies with technology in secondary science education can be supported if the proper infrastructure is in place.

Enhancing EFL Oral Proficiency through Video-Based Tasks Implemented in a Flipped Classroom

This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample t -tests ( p < .001). Given the one-group pre-test/post-test design, these differences are interpreted as observed patterns following participation rather than evidence of direct instructional effects. Emotional engagement, defined as learners’ interest, motivation, and confidence, showed a stronger observed association with speaking performance ( r = 0.81) than behavioral engagement. Qualitative data from classroom observations and student reflections frequently referred to greater confidence, more spontaneous interaction, and evidence of self-monitoring during speaking activities. Spontaneity was reflected in reduced reliance on memorized scripts, more natural pausing, and context-responsive speech during task performance. Overall, participation in video-integrated flipped TBLT was associated with observable differences in speaking performance and learner engagement over time. Given the one-group pre-test/post-test design, these findings are interpreted as participation-related patterns rather than evidence of direct instructional effects in EFL contexts.

Interactive Instructional Model in Blended Learning: Effects on English Reading Comprehension among Chinese Tertiary EFL Students

In post-pandemic China, blended learning has become prevalent in college English teaching. However, EFL reading classes for Chinese undergraduate non-English majors overly focus on test-taking skills, paying limited attention to reading strategies and meaningful classroom interaction. This study investigated the impacts of the Interactive Instructional Model  integrated with blended learning setting on students’ English reading comprehension. A preliminary quasi-experimental mixed-methods comparison was conducted with two intact classes of 120 first-year non-English majors. One class received IIMT integrated with blended learning, whereas the other received traditional bottom-up instruction and the two classes were taught by different instructors. Reading was assessed by pre-test, mid-test and post-test, and  semi-structured interviews explored students' perceptions of the model's support for learning. For results, the class receiving IIMT integrated with blended learning showed a 46.7-point gain, compared with a 17.32-point gain in the class receiving traditional instruction, with a significant Group × Time interaction. The experimental group showed progressive rapid improvement, while the control group showed a smaller increase in the first stage and a larger increase in the later stage. Semi-structured interviews revealed participants’ perceptions regarding the application of this instructional model, participants highlighted four aspects: discourse-level reading, expanded reading input, conscious strategy use, and feedback and error correction. These findings provide preliminary classroom-based evidence for the potential value of IIMT integrated with blended learning, although teacher- and class-level influences could not be separated from the instructional condition. This study also improves the theoretical system of digital interactive reading teaching, and provides empirical evidence and a feasible reference for EFL reading reform, large-class teaching improvement and higher education digital transformation.    Received: 11 May 2026 / Accepted: 15  August 2026 / Published: September  2026

Think Pair Share Assisted by Educaplay to Improve Science Learning Outcomes of Fourth Grade Elementary School Students

Elementary science and social science (IPAS) learning requires instructional strategies that integrate active engagement, social interaction, and digital learning media. This study aimed to analyze improvements in fourth-grade students’ IPAS learning outcomes through Educaplay-assisted Think Pair Share (TPS) and compare them with conventional instruction. A quantitative approach with a nonequivalent pretest-posttest control group quasi-experimental design was employed. The participants were 26 fourth-grade students at SDN 116 Enrekang, comprising 13 students in the experimental group and 13 in the control group. The intervention was conducted over eight sessions, excluding the pretest and posttest, focusing on Light and Its Properties. Data were collected through learning achievement tests and observations of instructional implementation and analyzed using descriptive statistics, normality and homogeneity tests, between-group comparisons, and N-gain analysis. The results showed that all students in the experimental group achieved the minimum mastery criterion, compared with 12 students in the control group. Posttest and N-gain analyses revealed significant differences between the groups (p < .05). The implementation of Educaplay-assisted TPS reached 92.8%, categorized as very good. These findings indicate that integrating TPS with Educaplay offers a promising interactive and collaborative approach to supporting conceptual learning in elementary IPAS.

Effect of Flipped Classroom Instructional Strategy on Students’ Achievement in Basic Science in Nigeria

Background: The flipped classroom may improve science learning by moving initial content exposure outside class and using classroom time for guided and collaborative activities. This study examined its association with achievement, retention, and interest in Basic Science among Junior Secondary School Two students in Delta Central Senatorial District, Delta State, Nigeria. Methods: A quasi-experimental pre-test, post-test, non-equivalent control-group design was used. The sample comprised 292 students from six mixed public secondary schools, with 146 students in the flipped-classroom group and 146 in the lecture group. Data were collected using the Basic Science Achievement Test, Basic Science Retention Test, and Basic Science Interest Inventory. Means and standard deviations were used for descriptive analysis, while independent-samples t-tests were used to compare post-intervention scores at the 0.05 significance level. Results: The flipped-classroom group recorded a higher post-test achievement mean than the lecture group (68.72 versus 58.41). Its mean retention score was also higher (66.85 versus 54.72). For interest, post-intervention means were 74.38 and 60.84, respectively. The submitted analyses reported statistically significant differences for achievement, retention, and interest, with p-values below 0.001. Conclusion: The flipped-classroom strategy was associated with higher achievement, retention, and interest scores in this sample. Interpretation should remain cautious because intact groups were used, school-level clustering was not addressed, and intervention delivery, instrument reliability, and the retention interval were incompletely reported.