The Impact of Flipped Classrooms on Students’ Perceived Academic Performance: A Case of Selected Secondary Schools in Dar es Salaam, Tanzania
Abstract
This study examined the impact of the flipped classroom approaches on students’ perceived academic performance in secondary schools in Dar es Salaam, Tanzania. The study was guided by constructivist learning theory, which emphasises active knowledge construction, learner autonomy, and collaborative engagement. A quasi-experimental design was employed, involving eight classes from two secondary schools, covering English, Geography, and Mathematics subjects. The study adopted a mixed-methods approach, where data were collected through closed- and open-ended questionnaires, and classroom observations; at different times, i.e. pre- and post-tests measures. Quantitative data were analysed using descriptive statistics, paired samples t-tests, and Mixed ANOVA, while qualitative data were subjected to content analysis. The results revealed a statistically significant improvement in students’ perceived academic performance after the flipped classroom intervention. Paired samples t-test results showed a strongly significant difference between pre-test and post-test scores across all subjects (p = .000). Additionally, Mixed ANOVA results indicated a significant main effect of TimePoint (p < .001, η² = .016), suggesting that while the intervention led to meaningful improvements, the effect size was modest; possibly due to time frame that was reserved for the intervention. Among subjects, English and Geography showed higher post-test mean scores compared to Mathematics, which scored 0.5 points lower, possibly due to the intervention’s heavy reliance on pre-class lesson notes rather than diverse digital resources. The study recommends that future implementations of the flipped classroom should allow longer intervention periods and the incorporation of diverse learning materials in order to maximise its effectiveness in improving students’ perceived academic performance.
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