Enhancing Student Engagement in a Flipped Hindi Classroom through Classroom Response Systems

Abstract

Flipped learning, known for promoting critical thinking and learner-centric environments, faces a challenge in crafting effective in-class strategies, particularly in language classes. This study presents a flipped learning class centered around instant feedback integration. The goal is to enhance student engagement in a Hindi flipped classroom by combining Classroom Response System (CRS) with deliberate instructional strategies. While CRS is recognized for promoting active learning, limited research exists on designing effective in-class activities using CRS in a flipped setting. In this Hindi class, the flipped learning implementation extended beyond video lectures, encompassing quizzes and student-generated questions. This innovative approach emphasizes student autonomy, engagement, and critical thinking to foster active participation. A survey was conducted to evaluate the perceptions of 33 students enrolled in the ‘Intermediate Hindi I’ course regarding the CRS-based flipped learning, with focus on Satisfaction (S), Engagement (E), and Relevance (R). Employing a mixed-methods sequential explanatory design, the study revealed significant correlations between academic performance scores, attendance rates, and interest in CRS-based flipped learning. Higher academic performances were associated with increased interest, while lower academic performances showed diminished interest. A Focus Group Interview with low-performing students further supported these findings. Overall, this research sheds light on the effectiveness of CRS-based flipped learning in a language class, emphasizing the impact on student outcomes based on academic performances and attendance.