Effects of Teaching Mode on Physics Conceptual Mastery and Learning Engagement: A Comparison between Flipped and Traditional Classrooms

Abstract

This quantitative study examined whether teaching mode—flipped classroom (FC) versus traditional classroom (TC)—is associated with differences in high-school physics students perceived conceptual mastery (PCMS) and physics learning engagement (PLE). Using a cross-sectional, between-groups design, N = 298 students (FC n = 151; TC n = 147) completed brief Likert-type questionnaires (PCMS, 8 items; PLE, 8 items). Analyses were intentionally limited to descriptive statistics, independent-samples t tests, and one-way ANOVAs. Results showed that FC students reported significantly higher PCMS than TC students (ΔM = 0.22, t(296) = 3.21, p = .0015, d = 0.37) and higher PLE (ΔM = 0.29, t (296) = 4.83, p < .001, d = 0.56). Grade-level ANOVAs revealed modest developmental trends favoring upper grades (PCMS: η² = .023; PLE: η² = .041). Findings suggest that flipped organization is associated with moderately higher engagement and modestly higher perceived conceptual understanding beyond grade effects. Pedagogically, the results support dedicating in-class time to structured problem solving, guided inquiry, and formative feedback while moving content exposure to pre-class micro-materials. Limitations include the cross-sectional design with intact classes, reliance on self-report outcomes, and the absence of covariate adjustment. Future research should combine perceptual measures with standardized concept inventories (e.g., FCI/CSEM) and process data, and test design features and carefully scaffolded AI augmentations as potential moderators.

Keywords: flipped classroom; physics education; conceptual mastery; learning engagement; high school; independent-samples t test; one-way ANOVA

DOI: 10.7176/JEP/16-13-04

Publication date: December 30th 2025