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How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia

Author

Listed:
  • Stefan Stajić

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Smiljana Đukičin Vučković

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Ljubica Ivanović Bibić

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Jelena Milanković

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Anđelija Ivkov Džigurski

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Ranko Dragović

    (Department of Geography, Faculty of Natural Sciences and Mathematics, University of Nis, 18000 Nis, Serbia)

  • Aleksandra Dragin

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Milica Solarević

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

  • Aco Lukić

    (Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia)

Abstract

The flipped classroom is a blended learning model that combines metacognitive activities in classrooms with the independent exploration of low cognitive levels outside of school using digital platforms such as videos, slides, articles, and class notes. The subject of research includes the study of the innovative approach of the flipped classroom model in the teaching of geography. The goal of this research is a deeper understanding and evaluation of the effectiveness of the flipped classroom model in the teaching of geography to Year seven elementary school students in the Republic of Serbia in the context of scholarly success. The study used an experimental design, with random assignment across six classes. A total of 192 students participated in the research in both schools. For the purposes of research, a post-knowledge acquisition test was given to students. The results of the research showed that there is a difference in average grades using the flipped classroom. Approximately 8.33% of students in the experimental group received the highest grade of 5, compared to just 3.65% in the control group. Namely, it was shown that male students achieved slightly better results compared with female students but with no statistically significant difference. Suggestions for future research are that geography teachers can record more lessons over a longer period with more teaching activities.

Suggested Citation

  • Stefan Stajić & Smiljana Đukičin Vučković & Ljubica Ivanović Bibić & Jelena Milanković & Anđelija Ivkov Džigurski & Ranko Dragović & Aleksandra Dragin & Milica Solarević & Aco Lukić, 2025. "How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia," Sustainability, MDPI, vol. 17(6), pages 1-21, March.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:6:p:2464-:d:1610000
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    References listed on IDEAS

    as
    1. Sheng Miao & Michael E Meadows & Yushan Duan & Fengtao Guo, 2022. "How Does the Geography Curriculum Contribute to Education for Sustainable Development? Lessons from China and the USA," Sustainability, MDPI, vol. 14(17), pages 1-19, August.
    2. Rosa Huiju Chen, 2022. "Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective," Sustainability, MDPI, vol. 14(3), pages 1-15, February.
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