Abstract
Background:
Flipped classroom pedagogy encourages pre-class self-study and active in-class learning. Evidence of its effectiveness in rural Pakistani nursing education is limited.
Objective:
To evaluate the effectiveness of flipped classroom pedagogy on academic performance and student engagement among undergraduate nursing students at Indus College of Nursing, University of Modern Sciences.
Methods:
A quasi-experimental pretest–posttest design was employed with an experimental (flipped, n = 54) and a control (traditional lecture, n = 54) group; total N = 108. The intervention lasted 4 weeks. Outcomes were measured using an academic performance test and a 9-item Student Engagement Scale (assessing Behavioral, Affective, and Cognitive domains). Descriptive and inferential analyses (paired and independent t-tests) were used.
Results:
Illustrative results show academic performance means (pre → post): Experimental 22.0 → 30.0; Control 22.2 → 25.0. Post-test total engagement (sum of 9 items, range 9–45): Experimental mean ≈ 36.9; Control mean ≈ 31.5. Improvements were larger in the experimental group across performance and all three engagement domains. Conclusion: Flipped classroom pedagogy produced greater gains in both academic performance and student engagement compared with traditional teaching, supporting its adoption in similar nursing education settings.