FLIPPED CLASSROOM AS A MEANS OF INCREASING THE ACADEMIC ENGAGEMENT OF RURAL SCHOOL STUDENTS

Abstact The article examines the potential of the Flipped Classroom model as a tool to increase the educational engagement of students in secondary schools in rural areas. The relevance of the research is determined by the need to find pedagogical models that make it possible to rationally use the limited classroom time and at the same time increase the independence, motivation and activity of schoolchildren. The empirical study was conducted over two months among 51 tenth grade students from two secondary schools in the Surkhandarya region of the Republic of Uzbekistan. The study compared the traditional organization of education and the model in which the initial acquaintance with the educational material was carried out before the lesson through specially prepared video materials by the teacher, and classroom time was used mainly for interactive and practical activities. The data obtained show the uneven dynamics of student adaptation: most of the participants demonstrated active involvement in the new model already at the initial stage, while the other part needed additional time to adapt. The results allow us to consider flipped learning not only as a digital technology, but also as an organizational and pedagogical mechanism for redistributing responsibility for educational activities between teachers and students.