Evaluating the Effectiveness of the Flipped Classroom Approach on Academic Performance in Senior High School HUMSS Students: A Systematic Literature Review

Abstract

This systematic literature review examines the effectiveness of the Flipped Classroom Approach (FCA) on academic performance in Humanities and Social Sciences (HUMSS) Senior High School students. Traditional methods of instruction, often criticized for fostering passive learning, limit student engagement and critical thinking, which are essential in HUMSS subjects such as social science, philosophy, and political science. The Flipped Classroom Approach, by restructuring learning to emphasize self-paced, pre-class preparation and interactive in-class activities, offers a promising alternative to the lecture-centered model. Through a comprehensive review of literature selected based on PRISMA guidelines, four studies were analyzed to assess the impacts of FCA on student motivation, teacher adaptability, critical thinking skills, and technological proficiency.

The findings reveal that the Flipped Classroom Approach enhances engagement, motivation, and academic performance, with students showing greater improvement in critical thinking and test scores compared to traditional methods. However, the effectiveness of FCA also depends on factors such as teacher adaptability, technological access, and pedagogical proficiency. The review suggests that FCA is particularly beneficial in fostering higher-order thinking and active learning, crucial for HUMSS subjects. While the study confirms the positive impact of FCA, gaps remain regarding its long-term effects and comparative studies across academic disciplines. Future research should focus on these areas to provide a comprehensive understanding of FCA’s applicability and potential to enhance learning outcomes for HUMSS students.

摘要
本系统文献综述旨在探讨翻转课堂模式（FCA）在人文与社会科学（HUMSS）高中学生学术表现上的有效性。传统的教学方法，常因其培育被动学习而受到批评，限制了学生的参与度和批判性思维的发展，而在如社会科学、哲学和政治科学等HUMSS学科中，这些能力是至关重要的。翻转课堂模式通过重构学习过程，强调自主学习的课前准备和课堂内的互动活动，为以讲座为中心的教学模式提供了一种有前景的替代方案。通过基于PRISMA指南选定的文献进行综合审查，分析了四项研究，以评估FCA对学生动机、教师适应性、批判性思维技能和技术熟练度的影响。
研究发现，翻转课堂模式提升了学生的参与度、动机和学术表现，与传统的教学方法相比，学生在批判性思维和考试成绩上表现出更显著的提升。然而，FCA的有效性也取决于教师适应性、技术获取和教学技巧等因素。综述指出，FCA在培养高级思维和主动学习方面尤其有益，这对于HUMSS学科至关重要。尽管研究证实了FCA的积极影响，但其长期效应和跨学科的比较研究仍存在空白。未来的研究应关注这些领域，以全面理解FCA的应用性和提升HUMSS学生学习成果的潜力。