The impact of flipped classroom approach on students’ metacognitive awareness: a correlational analysis
https://doi.org/10.17853/1994-5639-2025-9664
Abstract
Introduction. The study of metacognitive processes in education, particularly the active implementation of flipped classroom approach, has recently garnered significant attention from researchers. Aim. The present research aims to investigate the relationship between the contribution of flipped classroom approach to the development of the educational process and its impact on students’ metacognitive awareness. Methodology and research methods. The study extensively utilised qualitative, non-experimental, and correlational methods to analyse the impact of flipped classroom approach on students’ metacognitive skills. The Metacognitive Awareness Inventory (MAI) questionnaire served as the primary assessment tool. The students’ level of education and their academic performance were considered as variables. The sample comprised 212 students from three high schools in the Casablanca-Settat academic region. Data obtained from the MAI questionnaire were pre-analysed using IBM SPSS version 23 software. Results. The results of the study confirm a significant correlation between the implementation of flipped classroom approach and the enhancement of student metacognitive awareness, particularly in areas related to self-regulation and problem-solving strategies. Throughout the study, it was observed that the use of flipped classroom approach can substantially improve students’ ability to manage their own learning processes. This underscores the importance of integrating metacognitive strategies into teaching methods to achieve the desired educational outcomes. Scientific novelty. This study contributes to the discussion on how flipped classroom approach influences metacognitive processes, providing students with opportunities to adopt more effective learning strategies. Practical significance. The present study offers valuable insights for educators, researchers, and decision-makers seeking innovative strategies to enhance educational outcomes for students.
About the Authors
K. Moundy
Hassan II University
Morocco
Morocco
Kamal Moundy – PhD (Educational Science and Technology), Researcher
Scopus Author ID 57226305956
Casablanca
O. Bouiri
France
Oussama Bouiri – PhD (Educational Science), Researcher
Scopus Author ID 57222957852
Gisors
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Moundy K., Bouiri O. The impact of flipped classroom approach on students’ metacognitive awareness: a correlational analysis. The Education and science journal. https://doi.org/10.17853/1994-5639-2025-9664
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