Examining the impact of the flipped classroom model on student engagement and academic performance in college dance theory courses

Abstract

This study examines the role of the flipped classroom model in college dance theory courses based on constructivist learning theory. The research used structural equation modeling to explore the connections between the flipped classroom model (FC), student engagement (SE), and academic performance (AP) among 365 students. The results showed that the FC positively influenced SE but had a slightly negative direct effect on AP. These findings suggest that while the flipped classroom can enhance student engagement, its direct impact on academic performance is more complex and requires further investigation. This study adds to the understanding of teaching strategies in higher education and highlights the complexities of applying constructivist principles in course design and delivery.