Addressing learners' academic performance through flipped classroom strategy in project-based assessment – an evidence-based reflection.
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| Title: | Addressing learners' academic performance through flipped classroom strategy in project-based assessment – an evidence-based reflection. |
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| Authors: | Prasad, Deepak Divashkar1 (AUTHOR) deepakdprasad2401@gmail.com, Raturi, Shikha2 (AUTHOR) |
| Source: | International Journal of Mechanical Engineering Education. Jul2026, Vol. 54 Issue 3, p712-728. 17p. |
| Subjects: | Flipped classrooms, Project method in teaching, Mixed methods research, Application software, Psychology of students, Educational innovations, Mechanical engineering education, Academic achievement |
| Abstract: | The educational landscape is continuously evolving which places a strong emphasis on adopting and adapting to new pedagogical innovations to enhance student learning. To advance student learning and the learning environment, this study integrates the flipped classroom (FC) strategy to flip the project-based learning (PJBL) assessment in a second-year mechanical engineering course to address poor student performance. The FC strategy was implemented through instructor made videos showing how to use ANSYS-CFX software for project work that were uploaded on YouTube. The aim of this study is to investigate the effect of FC intervention in PJBL on student learning and performance. The study involved mixed methods approach whereby quantitative analysis was used to investigate the impact of the FC model on student marks and qualitative analysis was used to ascertain students' perceptions of FC model. The participants were 72 s year mechanical engineering students. The results collected through survey that was conducted online using course learning management system (MOODLE) indicated a positive perception towards the FC model. The Mann-Whitney U test at α = 0.05 indicated that there was a statistically significant difference, p <.001 with students attaining higher marks in PJBL with FC intervention than students in PJBL without FC intervention. The enhanced interactions with the content, peers and the instructor resulted in an enjoyable, enhanced and effective learning. The independent learning opportunities in the FC model afforded autonomy. Using FC model and PJBL, students developed competencies such as teamwork, collaboration, creativity, critical thinking and communication, key attributes for the twenty-first century graduates. Additionally, the FC strategy has yielded sustained success post implementation. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Mechanical Engineering Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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