DefinePK

Abstract

Background: The Flipped Classroom (FC) approach has emerged as a student-centered instructional model aimed at enhancing learner engagement and academic outcomes. Increasing attention has been directed toward its potential to improve student motivation, an essential factor influencing academic success and persistence in higher education. This review aims to critically examine and synthesize existing literature on the effectiveness of the FC strategy in enhancing motivation among undergraduate students.
Methods: A comprehensive search was conducted across three major databases PubMed, Google Scholar, and EBSCOhost for peer-reviewed articles published between 2013 and 2023. A total of 37 studies were selected based on predefined inclusion criteria. The review focused on identifying empirical evidence that links FC pedagogy to student motivation outcomes.
Key Findings: The findings consistently indicate that the FC model enhances intrinsic motivation, learner autonomy, and active participation. Studies based on self-determination theory report that the FC structure fulfills students’ psychological needs of autonomy, competence, and relatedness. Furthermore, meta-analyses and quasi-experimental studies suggest a positive relationship between FC strategies and increased academic satisfaction and engagement. However, the review also reveals that motivation is seldom the primary outcome variable, and there is a scarcity of research in underrepresented regions.
Conclusion: The FC strategy shows strong potential to foster student motivation by promoting active learning and learner autonomy. While the current literature supports its pedagogical benefits, further empirical research, particularly in culturally diverse and resource-constrained contexts is warranted to generalize findings and guide effective educational reform.