The Impact of Flipped Classroom Model on Students’ Self-Efficacy in Fiji: A Study of Teaching “Language of Newspaper Reporting”

Abstract

Fiji's educational framework prioritizes ICT and digital learning, positioning the flipped classroom model as a promising approach to enhance student engagement and outcomes. This study investigates the impact of the flipped classroom model on the self-efficacy of 12th-grade ESL students in an urban secondary school in Fiji. The research explores how the flipped model influences students’ confidence in their learning abilities. A quasi-experimental design was employed with 80 students divided into experimental (n=45) and control (n=35) groups. The intervention focused on teaching the language register of newspaper reporting through pre-class video lectures and in-class collaborative activities. Mixed methods were used to collect data, combining quantitative and qualitative approaches. Self-efficacy was measured using a pre- and post-intervention Likert-scale survey that assessed beliefs, academic self-efficacy, and degree of comprehension. Additionally, semi-structured interviews were conducted with selected students to gain deeper insights into their experiences, perceptions of the flipped classroom model, and its influence on self-efficacy and learning outcomes. The findings revealed an increase in self-efficacy scores among the experimental group compared to the control group. However, the impact was not uniform across all the survey items. Students in the flipped classroom demonstrated increased confidence in applying learned concepts. This study highlights the flipped classroom model's potential to align with Fiji’s national priorities by fostering self-efficacy and supporting digital readiness. It contributes to research on the flipped classroom’s effectiveness in ESL education, providing implications for pedagogical practices and educational reform in developing contexts.