PERCEPTION OF FLIPPED LEARNING IN MONGOLIAN HIGHER EDUCATION: A QUANTITATIVE STUDY

ABSTRACT

This study explores university students’ perceptions of the flipped classroom model within Mongolian higher education. Drawing on a sample of 149 undergraduates, the research investigates overall attitudes, satisfaction, and potential differences in perception based on students’ year level and field of study. Using a 30-item perception scale, translated and adapted from a validated instrument, data were analyzed through exploratory and confirmatory factor analyses. Results indicated generally positive perceptions, with students reporting enhanced engagement, improved understanding, and flexibility in learning. No significant differences were found between study years or disciplines. The findings support the growing body of evidence highlighting flipped learning’s benefits for engagement and active learning (O’Flaherty & Phillips, 2015; Talbert, 2019). Context-sensitive adaptations are recommended to improve measurement reliability and ensure effective implementation across diverse higher education environments.

АННОТАЦИЯ

Настоящее исследование изучает восприятие университетскими студентами модели перевёрнутого класса в системе высшего образования Монголии. На основе выборки из 149 студентов бакалавриата исследование анализирует общие установки, удовлетворённость и возможные различия в восприятии в зависимости от курса обучения и области изучения. Используя 30-пунктовую шкалу восприятия, переведённую и адаптированную из валидного инструмента, данные анализировались с помощью исследовательского и подтверждающего факторного анализа. Результаты показали в целом позитивное восприятие: студенты отмечали повышенную вовлечённость, улучшение понимания и гибкость в обучении. Значимых различий между курсами и дисциплинами выявлено не было. Полученные данные подтверждают растущую доказательную базу, подчеркивающую преимущества перевёрнутого обучения для вовлечённости и активного обучения (O’Flaherty & Phillips, 2015; Talbert, 2019). Рекомендуются контекстно-чувствительные адаптации для улучшения надёжности измерений и обеспечения эффективного внедрения в различных условиях высшего образования.

Keywords: Flipped classroom, Student perceptions, Higher Education, Engagement

Ключевые слова: Инвертированное обучение, Восприятие студентов, Высшее образование, Вовлеченность.

Introduction

Flipped classrooms (FC) represent a pedagogical innovation that reverses traditional instruction by delivering lectures outside class and dedicating in-class time to interactive, student-centered activities (Bergmann & Sams, 2012). Since the early 2010s, the flipped classroom model (FCM) has gained significant traction in higher education (O’Flaherty & Phillips, 2015). The model promotes active learning and enhanced student engagement, allowing students to interact with content at their own pace while fostering deeper collaboration during class sessions (Talbert, 2019; Zainuddin et al., 2019).

Research has consistently shown that well-implemented flipped classrooms lead to improved student satisfaction, engagement, and academic performance (Baig & Yadegaridehkordi, 2023). Understanding student perceptions of this model is particularly critical in non-Western contexts, where cultural and institutional differences may shape how learners experience and respond to flipped learning (Oudbier et al., 2022).

Research Aims and Questions

The primary aim of this study is to investigate Mongolian university students’ perceptions of the flipped classroom model. Specifically, the research seeks to assess attitudes toward the approach and to determine whether perceptions differ by year level or field of study. Accordingly, two research questions guide this study:

1. What are the students’ overall perceptions of the flipped classroom at a Mongolian state university?

2. Are there significant differences in students’ perceptions based on year level or field of study?

Literature Review

Empirical evidence suggests that flipped classrooms enhance flexibility, interaction, and satisfaction among students (Noguera Fructuoso et al., 2023). Newman et al. (2016) reported that students perceived greater knowledge acquisition and improved learning experiences, with no significant gender or year-level differences. Arnold-Garza (2014) emphasized that flipped learning fosters problem-solving skills and strengthens student–instructor relationships. Despite these benefits, challenges such as increased workload and the need for self-regulated learning persist (Hao, 2016).

Scoping and systematic reviews have further confirmed that flipped classrooms yield positive outcomes across disciplines and cultural contexts (Baig & Yadegaridehkordi, 2023; O’Flaherty & Phillips, 2015). In Asian higher education, where teacher-centered traditions are prevalent, flipped classrooms are increasingly viewed as a tool to foster autonomy and learner responsibility (Zainuddin et al., 2019). Studies from Indonesia, Malaysia, and Korea show that students appreciate the active and participatory learning aspects, though they often express concerns about pre-class workload and access to digital resources (Doo, 2021; Hao, 2016).

In Mongolia, the adoption of flipped learning remains nascent. Cultural emphasis on teacher authority and exam-based evaluation systems can influence how students interpret new instructional methods. Understanding these contextual factors is vital to promoting pedagogical innovation in Mongolian universities and supporting the broader digital transformation of education.

Methods

A quantitative, cross-sectional research design was employed. Participants included 149 undergraduate students from a state university in Mongolia, selected through convenience sampling. Data were collected in December 2024 using a Google Form after obtaining informed consent from all participants.

The instrument consisted of a 30-item perception scale originally developed by education scholars in Jordan and reported to have high reliability (r = .87). To ensure linguistic and contextual suitability, the survey underwent translation, back-translation, and reconciliation before being pre-tested with a pilot group.

Data analysis was conducted using descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Items with factor loadings above .40 were retained, indicating acceptable construct relationships. Reliability issues that emerged were examined for potential causes such as translation nuances or cultural mismatches.

Results and Discussion

Findings revealed an overall positive perception of flipped classrooms among Mongolian students. Most participants agreed that flipped learning enhanced their understanding, made classes more engaging, and improved participation. Exploratory factor analysis (EFA) identified four latent factors: engagement, motivation, flexibility, and perceived usefulness. Confirmatory factor analysis supported the four-factor model after removing items with high modification indices, showing acceptable fit (RMSEA = 0.067, GFI = 0.903, SRMR = 0.072, TLI = 0.914, IFI = 0.935; χ² p < .05; NFI = 0.852, slightly below cutoff; see Table 1).

Table 1.

Fit indices for the four-factor CFA model

Note. χ² value not reported; χ² test was significant (p < .05), which is common with large samples. NFI slightly below recommended cutoff.

To examine whether perceptions differed by year level and field of study, one-way ANOVAs were conducted. No significant differences were found across groups for any of the four factors (all p > .05), suggesting that flipped learning is perceived consistently across diverse academic backgrounds.

Table 2.

One-Way ANOVA Results for Flipped Classroom Perception Factors by Year Level and Field of Study

Note. Separate one-way ANOVAs were conducted for each perception factor. No statistically significant differences were observed (all p > .05).

These results contribute to the growing body of evidence showing that flipped classrooms foster active learning and student engagement. They are consistent with active learning theory, which highlights learner participation and collaboration as essential for deeper understanding. The findings also align with self-determination theory (Deci & Ryan, 2000), indicating that the flipped model supports students’ autonomy, competence, and relatedness, core drivers of intrinsic motivation. Positive perceptions suggest that flipped learning can strengthen motivation and potentially enhance long-term academic outcomes.

The absence of significant differences among subgroups indicates that flipped learning’s benefits are broadly applicable across disciplines. However, minor reliability concerns suggest that some survey items may not fully capture cultural nuances. Mongolian students might conceptualize “independent learning” differently from those in Western contexts, reflecting traditional norms emphasizing teacher-centered approaches. Future research should therefore refine localized measurement tools and include qualitative methods to deepen contextual understanding.

From a practical standpoint, the results underscore the need for professional development programs that equip instructors with skills to design effective pre-class materials and facilitate active in-class learning. Institutional support through access to technology and technical assistance is also crucial to ensure smooth implementation and reduce workload pressures.

Conclusion

This study demonstrates that Mongolian university students generally hold positive perceptions of flipped classrooms, viewing them as engaging, motivating, and effective for learning. The results extend the limited evidence on flipped learning in Central Asia and emphasize the importance of culturally sensitive adaptation. By adopting the flipped approach, Mongolian higher education institutions can promote student engagement, foster self-directed learning, and align teaching practices with global movements toward active, technology-enhanced education.

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