Exploring the Long-Term Effect of the Flipped Learning Model in Primary English Classrooms

Abstract

The flipped learning model has proven more effective in enhancing each aspect of language learning. However, a study is necessary to examine the long-term effects of the flipped learning model within primary educational contexts. To address this research gap, the present study examines the effectiveness of the flipped learning model in terms of long-term learning outcomes in English language teaching within primary education. In the study, 56 students participated. The participants were divided into two groups: flipped and non-flipped classrooms. The flipped classroom received treatment through the flipped learning model, and the non-flipped classroom received treatment through the conventional learning model. The data were collected four times using pre-test, post-test, mid-test, and delayed post-test. The study demonstrated that the flipped learning model was more effective than the conventional learning model in enhancing the retention of subject-specific knowledge over an extended period. Specifically, the findings showed that students improved their performance from the pre-assessment through the following assessments, including mid-tests and post-tests. The study highlights the effectiveness of the flipped learning model relative to conventional practices in fostering long-term knowledge retention, suggesting that its implementation could improve educational outcomes within primary programs.