Evaluating The Impact of The Flipped Classroom on Middle School Students' Academic Performance and Teacher Perceptions: A Case Study in A Malaysian International School

Abstract

The flipped classroom model has gained significant attention in educational research, particularly in higher education, but its impact on K-12 settings, especially in Malaysia, remains understudied. This study investigates the effect of the flipped classroom on middle school students' academic performance in an English Language Arts course, explores teachers' attitudes towards this instructional model, and identifies the challenges associated with its implementation. Using a mixed-methods approach, data were collected from 184 Year 2 students and three English teachers at an International Baccalaureate Middle Years Programme (IB MYP) school in Malaysia. The findings reveal no significant difference in academic performance between the control and experimental groups, suggesting that the flipped classroom may not significantly enhance academic achievement in this context. However, teachers generally hold positive perceptions of the model, particularly regarding its impact on their role as facilitators and its potential to promote student engagement and active learning. Challenges such as student preparedness, time demands on teachers, and technological issues were also identified. The study concludes with recommendations for future research and practical implications for educators and school leaders considering the adoption of the flipped classroom model.