INVESTIGATING THE EFFECT OF FLIPPED CLASSROOM INSTRUCTIONS ON ENGLISH COMPOSITION AT THE TERTIARY LEVEL

Abstract

The current study investigates the effects of the Flipped Classroom Instruction (FCI) model on English composition skills at the tertiary level. This study used a quasi-experimental research design. Thirty students (n=30) from the Department of English at Shaheed Benazir Bhutto University, Shaheed Benazirabad (SBBU, SBA) were randomly selected to participate. The participants were divided into two groups (n =15): the control and experimental groups The experimental group received instruction through the FCI model for seven weeks, while the control group received traditional lecture-based methods. Both groups were given a pre-test and post-test to assess their writing skills, and a Likert 5-point questionnaire was used to examine the experimental group's attitudes and perceptions towards FCI. The study results showed that the experimental group significantly outperformed the control group on the post-test, with the experimental group's mean score increasing from 8.66 to 14.60, compared to an increase from 9.06 to 12.33 in the control group. Furthermore, 85% of the experimental group expressed positive perceptions of the FCI model. It increased engagement and confidence in their writing skills. These findings suggest that integrating FCI into teaching methods can create a more interactive, student-centred learning environment and can lead to enhanced learning outcomes in composition skills.