Perceived Effectiveness of Flipped Classroom Strategies in Enhancing Students' Critical Thinking at the Graduate Level

Abstract

The study aimed to examine the perceived effectiveness of flipped classroom strategies on students' critical thinking skills at the graduate level. The objectives of the study were to identify the effect of flipped classroom strategies on enhancing students' critical thinking, developing problem-solving skills, and improving classroom engagement. The study had a quantitative descriptive research design. The study population consisted of male and female students at private universities in Gujranwala city. The study selected two private universities from Gujranwala city as the accessible population. Using the simple random sampling technique, data were collected from a sample of 367 students from the population. The questionnaire consisted of 30 statements and was designed according to the 5-point Likert scale. A self-constructed questionnaire informed by the study objectives served as the primary means of data collection. For this study, the value of Cronbach’s alpha was above 0.7, which indicates that the reliability of the instrument was acceptable. Analysis of the collected data was done with the help of SPSS. Descriptive statistics and inferential statistics were used to measure the mean and standard deviation, ANOVA, t-test, regression, and correlation. Results of the study indicate that most of the respondents agreed that flipped classroom strategies enhance students’ critical thinking at the graduate level. A statistically significant difference was observed across departments, indicating that perceptions of the FC's effectiveness in enhancing critical thinking varied by departmental affiliation. This study suggests that training programs structured around flipped classroom strategies should be developed to enhance educators' and students' capacity for creativity and effective learning.