Flipped vs. Traditional Classroom: A Quasi-Experimental Study of Learning  Outcomes and Engagement Among M.Ed. Students

Nikhat Sheikh; Rajesh Tiwari

Flipped vs. Traditional Classroom: A Quasi-Experimental Study of Learning Outcomes and Engagement Among M.Ed. Students

Author(s)	Ms. Nikhat Sheikh, Dr. Rajesh Tiwari
Country	India
Abstract	The integration of technology in education has necessitated pedagogical shifts from teacher-centered to student-centered models. This quasi-experimental study compared the effectiveness of flipped and traditional classroom approaches on learning outcomes and engagement of postgraduate education students. A sample of 36 female M.Ed. students from a central Indian university was purposively selected and randomly assigned to experimental (n=18, flipped) and control (n=18, traditional) groups during the 2025 academic session. The flipped group received pre-class video content and inclass active learning sessions over six weeks, while the control group underwent conventional lectures. Data were collected using validated instruments: Basic Psychological Need Satisfaction Scale and Class Perception Questionnaire. Multivariate analysis of covariance (MANCOVA) revealed statistically significant differences favoring the flipped classroom in academic performance (p<0.05), autonomy, competence, relatedness, and class engagement metrics including collaboration and peer support. Students in the flipped model reported higher motivation and deeper interaction, though thematic feedback indicated the approach was less suitable for conceptually dense topics. Key challenges identified were digital access, learner selfregulation, and increased faculty preparation time. The findings support selfdetermination theory, suggesting that flipped classrooms enhance psychological needs fulfillment, leading to improved engagement. However, effectiveness is contingent on instructional design, subject nature, and student readiness. The study recommends a blended implementation strategy where flipped methods are selectively applied to skill-based or application-oriented content. This research contributes to evidence-based pedagogical practices in teacher education programs within developing contexts.
Keywords	Flipped Learning, Teacher Education, Student Engagement, Self Determination Theory, Active Learning, Quasi-Experimental Design, Higher Education, India
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-29

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Flipped vs. Traditional Classroom: A Quasi-Experimental Study of Learning Outcomes and Engagement Among M.Ed. Students

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