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

1. Introduction

The utilization of information technologies in geography education in schools notably enhances the gaining and transfer of information [1]. Conventionally, computers and the internet have become integral parts of everyday life, and their use has become prominent in teaching and learning environments. Geographic information systems (GIS) have been introduced into geographical education, leading to important efforts to integrate this technology into the curriculum of geography. The incorporation of these technologies into geography teaching is expected to elevate the learning experience remarkably and foster the overall quality of geography education [2].

Geography is essential for achieving the UN Agenda 2030 and the Sustainable Development Goals, making it one of the most important school subjects in education for these goals, as pointed out in several studies [3,4,5,6]. Geographers can contribute to research on earth systems’ science and global change and contribute to sustainable development debates. They should also develop appropriate curricula at primary level and promote sustainable education for the public. Geographical education must focus on integrating physical and human geography to achieve a sustainable future [7]. The geography curriculum for Year seven in Serbia combines physical and human geography which allows teachers during lessons to address the Sustainable Development Goals (poverty, climate, water, industries, etc.,) between countries or regions in the world.

The increasing prevalence of computers and the internet has led to the rise of online learning and teaching environments. However, these online environments lack many of the advantages that traditional methods have [8,9]. For example, the authors of ref. [10] stated that students in their research can learn in an online environment but are more satisfied with face-to-face teaching. Moreover, study [11] emphasized that online teaching was not more skillful compared with traditional teaching. Similarly, ref. [12] stated that traditional teaching is better than online. Students preferred traditional teaching over online, and that online learning can be used as an additional tool during teaching [13,14]. This led to the concept of blended learning, which combines online and traditional learning environments. Online higher education students often report lower satisfaction with online courses compared to traditional ones. Blended teaching offers more effective education, convenience and access to teaching and learning environments [15,16].

The COVID-19 pandemic offered numerous opportunities for primary school teaching, especially for geography as a crucial aspect of the pandemic’s narrative. The pandemic encouraged teachers from other subjects but especially geography to use hands-on, collaborative experiential teaching methods [17], especially the flipped classroom.

The flipped classroom model, an alternative approach to the didactic teaching method, has been criticized for lacking a clear explanation of its effectiveness. Researchers say more research is needed to support its effectiveness especially in elementary schools. Proponents of the model argue that it promotes academic achievement and improves student attitudes and engagement with learning. They also suggest that those who question the concepts and effectiveness of the flipped classroom model should be given a clear explanation and specifics of what is being examined [18]. The popularity of the approach as an alternative didactic method requires further research, such as this research, to evaluate its effectiveness. In addition, gender significantly influences student perception in various learning environments, suggesting that understanding gender differences could offer insights into the flipped classroom approach in this research.

This research presents an innovative approach to geography education, a field where such methodologies have been rarely explored in Serbia. Notably, this study is among the first in the country, particularly at the primary school level, which underscores its originality and significance. Also, the effectiveness of the flipped classroom in geography education worldwide, especially among Year seven pupils, in terms of student achievement has been limited. Based on this, we wanted to determine whether Year seven students in Serbia achieve better results in a flipped classroom than in a classical classroom.

2. Theoretical Background

The flipped classroom is a blended learning model that combines metacognitive activities in classrooms with independent exploration of low cognitive levels outside of school using digital platforms such as videos, slides, articles, and class notes. It is well recognized that the model has two phases: out of class, where independent study is conducted online or distance learning, and in-class or face-to-face, where inquiry-based activities are conducted in class. This approach prepares students for in-class activities by combining out-of-class activities with in-class activities [19].

Sustainable blended learning requires adequate lesson design and management of learning materials to meet the needs of current and future students and teachers who use this learning technique. Therefore, teachers must ensure cost-effective quality and long-term educational impact. Maintaining a sense of community in blended learning requires open communication, organization of teachers as well as students themselves, and provision of feedback. Effective blended learning involves integrating technology choices before, during, and after lessons and pedagogy, fostering self-discipline, and improving student performance as in flipped classrooms [20]. The flipped classroom approach, which combines sustainable educational development with lifelong learning, promotes sustainability and lifelong learning. This approach encourages active learning, participation, and interaction towards a more sustainable world, requiring students to apply their knowledge in practice, and geography is a science that contains a multitude of topics that can be used when implementing sustainability in the flipped classroom [21].

Active learning and socio-constructivist theories are implanted in the flipped classroom approach. Social constructivism in the classroom shifts the teacher’s role to guiding students, relying on social context, group work, problem-solving, and mastering skills. The teachers’ role is replaced and transformed to assist students in the creation of knowledge. Additionally, the constructivist learning theory postulates that the teachers’ primary role is to equip students with the necessary tools to develop their own ideas and conclusions, transforming them into active participants in the learning process, rather than passive recipients. Also, flipped classroom and online videos enhance constructivism principles by allowing class time for inquiry-based learning [22]. Also, self-direction skills are crucial in online learning environments, where students have greater control, independence, and responsibility in personal learning processes compared to face-to-face learning [23,24].

The flipped classroom model is increasingly being used by many teachers and professors in elementary, high school, and college classes because of its many advantages [25].

1. Flipped classrooms encourage a spirit of inquiry by allowing students to explore and think about concepts they have not seen or heard before, allowing them to take notes in their own style, leading to more original and unique understanding.

2. Flipped classrooms allow students to express their views on a concept through watching, reading and watching videos, allowing them to take notes without the risk of missing points. This form of work allows students to pause, rewind and save information for future use, promoting homework release.

3. Flipped classrooms foster a collaborative culture by allowing students to share information with their peers, encouraging peers and project-based learning. This approach encourages slow learners to participate and share their views, allowing them to seek help and personal attention from teachers who may not otherwise be able to access them. Teachers have more freedom to focus on the needs of each student, allowing struggling students, high performers, and introverted students to receive the attention they need. This form of work also serves non-regular students who can catch up with their peers faster and learn easily.

Classical classrooms often force students to immediately copy the teacher’s words, causing them to miss important points. Video and pre-recorded media allow students to control their learning by allowing them to watch, and fast-forward courses as needed. This may be useful for non-native English speakers. Afterward, collaborative learning projects encourage personal communication, partnership, and cross-culturalism among students, promoting mutual learning and support among different skill levels [26]. Teachers can help students develop synthesis and explore application through experiential exercises, team projects, problem sets, and activities assigned as independent homework in school or at home. Because the flipped classroom model combines conventional classroom methods with online learning, allowing students to read articles and watch videos at home while working with peers during school hours. This approach promotes teamwork, mutual understanding and trust, while also allowing teachers to provide individual assistance to students who need extra help [27].

The flipped classroom during geography lessons improves communication by sharing content on the internet through blogs or virtual spaces. This allows students to stay informed about class topics, while parents can monitor their child’s progress and take an active role in their education. Online sharing also facilitates the distribution of teaching resources and best practices within the educational community [28]. On a smaller scale, students who are unable to attend school due to illness or personal circumstances can keep up with assignments by checking content online. In case of teacher absence, lessons can be shared with substitute teachers through their website [29,30].

In some classes, the authentic application of content may be challenging due to abstract levels or the focus of the class on establishing a foundation for later classes or advanced content beyond the existing class. On the other hand, a study by Ford [31] found that students who learned by watching videotaped lessons were not always effective. Despite being emboldened to access videos for instruction, practice and correction, students did not perform better in tests compared to their peers who used the traditional method. This highlights the fact that the flipped model is more concerned with accessing materials and information outside of class [32].

The flipped classroom model is commonly used in subjects such as mathematics and other natural sciences, focusing on online learning videos. The geography teaching and learning plan aims to develop research abilities and decision-making skills by engaging students in activities that also encourage higher-order thinking skills.

In his research on geography classes, Nafi’ah presented some disadvantages of using the flipped classroom [33]. The geography teacher faced the following challenges:

1. Passivity of students in geography classes. They rarely interacted with each other, not asking questions when they did not understand an online lesson. The students worked individually and quietly, as if they were sitting a controlled task. Some students did not understand the online lesson or had difficulty understanding the teaching sheets, and instead of asking for instructions, they sat quietly and waited for the teacher to approach them.

2. The flipped classroom faced challenges due to lack of internet and computer access for students. Only a few students had internet access installed at home, and the school provided access to the library. The limited number of computers and tedious procedures deterred students from the flipped classroom. Cell phones also interfered with the learning experience, as students were unable to view videos and slideshows uploaded from the website.

3. Many students did not watch the online geography lessons, which resulted in reduced activity in the classroom. Students were also distracted by applications such as Facebook, Twitter and gaming sites.

The study in [34] showed that the student knowledge fosters learning outcomes, both cognitive and psychomotor domains, when using flipped models. The study in [35] also confirmed that the proposed model benefits student achievement in test results and that gender was a significant factor that was affected by the flipped classroom but using the think-pair-share approach. Also, their survey showed that the flipped model improved in-class activities. The experiment performed in [36] proved that the model improves students’ achievement in test scores and that it reduces pre-test anxiety.

Research by [37] aimed to determine the necessity of online geography classes for students in emergency situations such as pandemics, natural disasters, technological accidents, terrorism and war. Moreover, the study used an online survey to assess the number of online geography classes and online help seeking during school closures. The results showed that students need online help and tutoring when learning geography in unpredictable situations when schools are closed. This research contributes to the understanding of how students around the world are prepared for online learning, which is of great importance when implementing the out of class part of the flipped classroom method. As well, the study by [38] involved 126 senior high school students studying geography in Nigeria. Students were randomly assigned to experimental groups. The results showed that computer simulation and animation instructional packages in flipped classrooms improved student achievement and the retention of geography concepts. No significant difference was found in mean achievement scores. It was recommended that teachers should incorporate technology-based teaching strategies in the teaching and learning of geography to improve student learning outcomes, but still research regarding geography in elementary schools is lacking in the literature.

In Serbia, basic education (primary and lower secondary education) is compulsory, lasts for eight years and is divided into two cycles: Cycle I: first to fourth Year (ages 6½ to 10½) and Cycle II: fifth to eighth Year (ages 10½ to 14½)—Geography is taught in this cycle. Geography in Serbia is a compulsory subject in basic school education from Year five to Year eight (second cycle), and in Year seven, it is present with two lessons per week, i.e., 72 lessons a year. The teaching topics studied in Year seven are: Introduction to the regional geography of the world, Europe, Asia, Africa, North America, South America, Australia, Oceania and Polar regions.

3. Methods

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. To examine the impact of the flipped classroom model on student achievement, the implementation of the flipped classroom model’s effect on the quantitative indicators of student educational achievement was analyzed. Special attention was paid to comparing the results with classical teaching methods. In light of the extremely small amount of research available on the flipped classroom model in teaching geography at the global level, especially at the elementary school level, the following hypothesis was formulated: Learning geography in Year seven is more effective and students achieve better results using the flipped classroom, than from classical teaching methods.

3.1. Data Collection and Research Instruments

Research with Year seven students (thirteen years old) was conducted in two elementary schools in Novi Sad in the 2024/2025 school year, in the first half of the school year in the period from September 16 to October 11, for the purpose of research for a doctoral dissertation. Two classes were selected randomly in both schools with which the flipped classroom method was used (total of 4 classes in both schools) and two classes with which classical teaching was carried out (total of 4 classes in both schools). Both schools had two experimental classes and two control classes, or a total of eight classes in both schools. A total of 192 students participated in the research in both schools with 96 of them in each group.

To research the flipped classroom, at the very beginning, a selection of teaching units was made for which video material would be recorded. In agreement with the subject teachers at the selected schools, the following teaching units were chosen in accordance with the plan and program of geography in Year seven at the time of the experimental research. Accordingly, the following teaching units were chosen within the teaching topic Europe, which are covered at the beginning of the school year, i.e., in September and October: geography of countries of the former SFRY (Republic of Serbia, Montenegro and North Macedonia); geography of countries of the former SFRY (Bosnia and Herzegovina, the Republic of Croatia and the Republic of Slovenia); geography of the Republic of Greece; geography of the Republic of Italy.

Then, the creation and installation of video materials for the mentioned four teaching units was started. After the recording, the video materials were edited in the Inshot video editor. After editing the video materials in the mentioned tool, all four teaching units were uploaded to the site: Dailymotion. Videos are available at the following links: Republic of Greece (https://www.dailymotion.com/video/x953dse) accessed on 17 September 2024, Republic of Italy (https://www.dailymotion.com/video/x953eic) accessed on 25 September 2024, Geography of Croatia, Bosnia and Herzegovina and Slovenia (https://www.dailymotion.com/video/x953cxe) accessed on 27 September 2024 and Geography of Serbia, Montenegro and North Macedonia (https://www.dailymotion.com/video/x953c0s) accessed on 1 October 2024. Although the videos are in Serbian and Cyrillic, the visual elements effectively demonstrate the approach we have implemented.

Since the research was conducted on the territory of Novi Sad in two elementary schools, video materials were placed on platforms to which all students in the experimental research had access. In agreement with the subject teachers, the video materials were posted on the Google Classroom platform and on the class’s Viber group. Before the first lesson, the video materials were uploaded a few days before the processing of the new teaching unit, while the others were uploaded immediately after the previous lessons so that the students had enough time to access and watch the video materials. Before coming to each class, the students of the experimental classes, as part of their homework, were supposed to write all the terms on their blank maps as in the video material and answer the questions in the notebooks that appeared in the videos.

Figure 1 shows the total number of views of selected teaching units in the research. The first teaching unit, geography of the Republic of Serbia, Montenegro and North Macedonia was viewed the most times, i.e., 34%, followed by geography of the Republic of Italy with 28.5% and geography of the Republic of Greece with 19.7%, and the lowest number of views was registered for the video material of the teaching unit: geography of Bosnia and Herzegovina, the Republic of Croatia and the Republic of Slovenia, with 17.7%. The first teaching unit that was processed had the largest number of views on 23 September, the second on 9 October, the third on 1 and 9 October, while the last teaching unit that was processed, geography of the Republic of Greece, had the largest number of views on 9 October.

For the purposes of researching the flipped classroom model for the experimental classes of both schools, four activities were designed according to the selected teaching units. For the first teaching unit, an escape room was designed for this lesson. Namely, the students were divided into five groups, where each group had the task of completing all the tasks and solving the escape room based on the provided link from the website Genially. Two escape rooms were created on the Genially platform by the authors. For the second teaching unit, a presentation was made to the students with explanation. It was explained to them that they would be working on a tourist itinerary for the three mentioned countries. It was explained to them what the itinerary is, what should be included and what the itinerary should contain. In the third teaching unit, students were also divided into five groups where each group had the task of creating tourist brochures based on the submitted photos relating to the geography of Greece. In the introductory part of the lesson, the students were introduced to given terms with the help of a presentation and the basic characteristics of tourist brochures were explained to them. In the fourth lesson, the students were introduced to the geography of the Republic of Italy. They were also divided into five groups. Each group was given specific tasks to do (the flow of activities is explained in the PowerPoint presentation). There were six tasks or activities in total (solving puzzles, filling the blank maps, solving morse codes, guessing headquarters of the fashion and car industry brands and a jigsaw). For each activity or task, the students had six minutes, a total of 36 min to complete. Each task brought them 10 points. If at the end of the time, at least half of the tasks were completed, the group received 5 points.

3.2. Research Instruments

For the purposes of our research with Year seven students from both schools, both a knowledge test (Supplementary Material) and parental consent were obtained. After the flipped lessons, the students took a knowledge test that was made by authors.

Before lessons commenced, consent forms were written and distributed to parents regarding the lessons of the flipped classroom model in both schools because the respondents in the research are minors. Consent forms were given to parents in the first geography lesson of the 2024/2025 school year in the first week of September. Parents had almost two weeks to read, familiarize themselves and give consent for their children’s participation in the research. As part of the agreement, the theme, goal and tasks of the flipped classroom model as part of the research were explained to the parents. A short description of the research was also briefly explained to the parents. At the end, the parents confirmed with their signature that they were aware that their child’s participation in the study was entirely voluntary and that they could withdraw from it at any time without any consequences. It was explained to them that all the data obtained will be confidential and will be used exclusively for scientific purposes and that they should not expect any material benefit from participating in this research. They also confirmed that they understood that responsible individuals (researchers and teachers), members of the ethics committee of the institution where the research is conducted, and members of the Senate of the University of Novi Sad who approved this scientific research would have access to their child’s data. Also, subject teachers introduced the students to this model before the flipped classroom lessons began.

According to the rules on the evaluation of students in primary education in the Republic of Serbia, the grading system has a grading scale from 1 to 5: Grade 1 (insufficient) is the lowest and failing grade, Grade 2 (sufficient), Grade 3 (good), Grade 4 (very good), while Grade 5 (excellent) is the best one. Furthermore, the test consisted of questions that align with the Educational Standards for the End of Basic Education in the Republic of Serbia for the subject of Geography, and are divided into three levels: basic, intermediate, and advanced. These standards are designed to evaluate students’ competencies comprehensively. The maximum number of points that the students at both schools could achieve was 60 points, and the minimum number of points for a positive assessment was 23 points. The test consisted of seven groups of questions: a table; rounding the answers; yes/no questions; completing sentences; underlining correct statements; connection; blank map. The knowledge test contained physical-geographical and socio-geographical elements for the four selected teaching units.

3.3. Data Analysis

Analysis of the data obtained by conducting a survey among Year seven students of two selected schools was processed with the SPSS Statistics 26.0 program (Software Package for Social Sciences, 26.0). To check the psychometric characteristics of the constructed scales in the questionnaires, the following were used: the test of independent samples (t-test) to determine the statistical differences in the answers of the students on the knowledge test grades and scores by each gender in both groups; Mann–Whitney tests for determination of statistical differences between grades and scores in tests in both groups; Chi square test for the statistical difference between grades in both groups relative to gender.

4. Results

4.1. Experimental and Control Groups According to Knowledge Test Grades and Gender

As mentioned, a total of 192 students participated in the research. The control group consisted of 52 male students and 44 female students. The experimental group had 51 male students and 45 female students. In both groups, there were 103 male and 89 female students. Control and experimental groups had more male students than female (Figure 2). In both groups, there were 53.7% male students and 46.4% female students.

Figure 3 shows the percentage of grades (from one to five) in the knowledge test of both groups. The graph indicates that a small percentage of students in both groups received a grade of one, with the percentage being twice as high in the control group (1.0%). The percentage of students who got a grade of two was also low, but the control group had a higher percentage than the experimental group (7.81%). At grade three, the percentage was narrowing, but the control group again had a slightly higher percentage (16.8%). Regarding grade four, both groups had the same number of students (39 each), which implies a similar level of student success in this category. Of the students in the experimental group, 8.33% received the highest grade of 5, compared to just 3.65% in the control group.

Table 1. Mean value and standard deviation of experimental and control groups according to the grade in the knowledge test.

Groups	M	SD
Experimental	3.59	0.958
Control	3.33	0.937

shows the results according to the knowledge test scores for the experimental and control groups who participated in the research on the impact of the flipped geography classroom. The mean value represents the average grade that the students received on the knowledge test. The experimental group had an average score of 3.59, which is a higher mean score compared to the control group, while the control group had an average score of 3.33. The confidence interval (CI) according to the grade for the experimental group was between 3.40 and 3.79 and for the control was between 3.14 and 3.52.

Table 2. Results of the Mann–Whitney Test according to the grades between the experimental and control groups.

	Mann–Whitney U	Wilcoxon W	Z	Asymptotic Significance (2-Sided)
Experimental and Control Group According to Grade	3931.500	8587.500	−1.855	0.064

shows the values of the Mann–Whitney Test, which was used to assess whether there is a statistically significant difference in grades between the experimental and control groups. In the analysis, the Mann–Whitney U is 3931.500, which compares the rank sums between the groups. Namely, the p-value of 0.064 indicates that there is no certain statistically significant difference between the rank sums of the experimental and control groups.

Table 3. Percentage of grades obtained in the knowledge test by boys and girls from the control and experimental groups.

Grades	Control Group (Male)	Control Group (Female)	Experimental Group (Male)	Experimental Group (Female)
Grade 1	4	2	2	2
Grade 2	13	18	12	9
Grade 3	29	39	25	36
Grade 4	44	36	45	36.1
Grade 5	10	5	16	18

shows the difference between the groups by gender in the knowledge test according to their grade in percentages. In the control group, male students showed a higher number of grades 4 (44%) compared to female students (36%). However, female students had a higher number of grades 3 (39%) compared to male students (29%). In the experimental group, male students also revealed a high number of grades 4 (45%), while female students had a fluctuated distribution, with a higher number of grades 3 and 4. In both sexes, the experimental group had a higher number of students who received a grade 5 compared to the control group. Male students in the experimental group achieved better results in grades 4 and 5 compared to the control group, while female students in the experimental group showed a greater distribution of grades 3 and 4.

The following

Table 4. The difference in average grades by gender in the experimental and control groups.

Groups	Gender	N	M	SD
Experimental	Male	51	3.61	0.961
	Female	45	3.58	0.965
Control	Male	52	3.42	0.977
	Female	44	3.23	0.886

shows the difference in grades according to gender in both groups with mean values and standard deviations. The table shows that in the experimental group male students make up 53.12%, while female students make up 46.88%. In the control group, male students make up 54.17%, and female students make up 45.83%. These percentages indicate that male students are slightly more represented in both groups. In the experimental group, male students (3.61) and female students (3.58) have similar mean values, which indicates equal support in learning and engagement without significant gender differences. In the control group, achievements are lower compared to the experimental group: male students (3.42) and female students (3.23).

Table 5. Results of the t-test for assessment by gender in the experimental and control groups.

	F-Value	Sig. (p-Value)	t-Value	df
Control group by gender	0.734	0.394	1.021	94
Experimental group by gender	0.021	0.886	0.153	94

shows the results of the t-test according to gender in both groups. Before conducting the t test, we had the normality on the samples for the grades between both groups and gender. In both cases, the Shapiro–Wilk (0.889) and Kolmogorov–Smirnov tests showed normal distribution and Levene’s test result (0.427) suggested that variances were equal, given the large sample size on which we conducted the test. In the control group, the F-value (0.734) indicated the degree of variation between groups in the context of gender. A value close to 1 implies similar variability. The value of p (0.394 for control group) and (0.886 for experimental group) is greater than 0.05, which indicates that the difference between the achievement of male and female students in the control group is not significant.

We also conducted a Chi-square test comparing gender distribution between both groups. The Chi-square test result (0.021) that we obtained indicates the difference between the observed number of males and females in the experimental and control groups is very small. A value close to 1 implies similar variability. The value of p (0.885) is greater than 0.05, which indicates that the difference between the gender distribution of male and female students in the control and experimental group is not significant.

4.2. Experimental and Control Groups According to Knowledge Test Scores and Gender

Figure 4 shows the difference in scores in the knowledge test between the two groups. Afterwards, at lower levels of points, the control and experimental groups scored almost the same number of points (up to 32 points), while at higher levels of points (33, 34, 35, 42, 43, 44), the experimental group achieved a significantly higher number of points. For example, the experimental group had nine students with 42 points, while the control group had four, but in most cases, the experimental group had better results compared to the control group. The control group had two students with 34 points,, while the experimental group had six. With 44 points, the experimental group had seven students, and the control group had three. In the latter categories (52, 54, 58), the experimental group had a positive result (six students with 52 points), while the control group achieved just one.

Table 6. Mean value and standard deviation of experimental and control groups according to the number of points achieved in the knowledge test.

Groups	N	M	SD
Experimental	96	41.22	8.671
Control	96	38.91	8.300

shows the mean value and standard deviation of both groups according to the number of points in the knowledge test. The difference in mean values is 2.31, which indicates that the students in the experimental group, who participated in the flipped classroom model, as already mentioned, achieved better results compared to the control group. A confidence interval (CI) according to the number of points for the experimental group was between 39.46 and 42.98 and for the control group was between 38.91 and 37.22.

Table 7. Results of the Mann–Whitney Test according to the number of points between the experimental and control groups.

	Mann–Whitney U	Wilcoxon W	Z	Asymptotic Significance (2-Sided)
Experimental and Control Group According to the Number of Points	3875.000	8531.000	−1.906	0.057

, below, shows the results of the Mann–Whitney test of both groups according to the number of points in the test. The Mann–Whitney of 3875 gives comparisons of ranks between the two groups. This means that the distribution of scores in both the groups is similar. The p-value of 0.057 is greater than the usual level of significance (0.05) so it means there is no statistically significant difference between the experimental and control groups in terms of the number of points achieved in the test, which confirms the previous results with grades.

Figure 5 shows the results for each group by gender in relation to the number of points. For each value of the number of points achieved on the knowledge test, the number of students from the experimental and control groups is presented. In the experimental group, seven male students achieved 42 points. At 34 and 35 points, three male students achieved significant results. Male students in the experimental group showed good cooperation, with some results presenting them as significant. In the experimental group, six female students achieved 33 and 34 points. The experimental group showed high activity and engagement, especially among male students. In the control group, ten male students scored 45 and 46 points, which indicates a good performance. Also, four male students achieved 36 points. In the control group, seven female students achieved 36 and 40 points, which indicates a change in achievements compared to male students.

Table 8. The difference in the average number of points according to gender in the experimental and control groups.

Groups	Gender	N	M	SD
Experimental	Male	51	41.31	8.916
	Female	45	41.11	8.483
Control	Male	52	39.75	8.533
	Female	44	37.91	7.997

shows the mean value and standard deviation according to gender of both groups according to the points gained in the knowledge test. In the experimental group, male students had an average number of points of 41.31, which implies greater knowledge or better performance compared to the control group. Female students from the experimental group scored an average of 41.11, which is also high. Male students in the control group achieved an average number of points of 39.75, which is lower compared to the experimental group. Female students in the control group scored 37.91, giving the lowest average in this data set. For male students in the experimental group, the SD is 8.916, which implies greater variability in results, while for female students, the SD is 8.483, which implies a similar level of variability, but with slightly lower results compared to male students. In the control group, male students have an SD of 8.533, which shows a similar dispersion to the experimental group, while female students in the control group have the lowest SD of 7.997, implying more consistent results in this subgroup.

Finally, the t test was analyzed according to the number of points, according to gender, in both groups (

Table 9. Results of the t-test for the number of points by gender in the experimental and control groups.

	F-Value	Sig. (p-Value)	t	df
Control group by gender	0.337	0.563	1.084	94
Experimental group by gender	0	0.997	0.114	94

). Also, before conducting the t test, we have the normality on the samples for the number of points between both groups and gender. In both cases, the Shapiro–Wilk (0.090) and Kolmogorov–Smirnov tests showed normal distribution and Levene’s test result (0.281 for the control group and for the experimental, 0.910) suggested that variances are equal, given the large sample size on which we conducted the test. In the control group, the F-value of 0.337 is relatively low, which indicates that there is no significant difference in variance between female and male students in the control group. The p value of 0.563 is greater than 0.05; therefore, the difference in the number of points between the sexes in the control group is not shown. This implies that there are no significant differences in performance between male and female students, which has already been confirmed.

In the experimental group, the F-value is 0, indicating a lack of variation in the data, which may mean that the results are consistent between the sexes in the experimental group. The p-value is 0.997. This value is greater than 0.05, which means that it is not shown that there is a difference in grades between male and female students in the experimental group. The t value is 0.114. This value implies that the difference in the number of points does not reach a significant level. In the control group, the t value is 1.084. This value implies that the difference in results is not large enough to be considered significant.

5. Discussion

Based on the grades in a knowledge test, no statistically significant difference was shown according to the Kruskal–Wallis test. However, results of the knowledge test in terms of mean value showed that the students in the experimental group achieved better results using the flipped classroom compared to the control group with almost the same or similar time spent. The only difference is that the experimental group had pre-video activity before class. The experimental group showed better results regarding the highest grade (grade five) compared to the control group, indicating a potential positive effect and understanding of the materials in the geography-flipped classroom on the achievement of Year seven students in Novi Sad. In both groups, the percentage of students who received a lower grade (one and two) was low, which may indicate that the students had an adequate level of understanding of the material provided by a teacher. The difference in the average grades of the students suggests that the implementation of the flipped classroom had a positive effect on the achievements of students from the experimental group, compared to students in the control group, thus confirming the initial hypothesis of this research. Similar standard deviation values in both groups showed that the dispersion of grades around the average grade was uniform in both groups, which further indicates that students in both groups had a similar range of achievement within their groups. The research showed that students from the experimental group had a higher tendency to get a higher grade.

Also, the research showed that there is no statistically significant difference between the results of the experimental and control groups regarding the number of points in the knowledge test, but in terms of mean values, the experimental group achieved better. Nevertheless, students from the experimental group showed better results in scoring higher levels of achievement, which indicates the effectiveness of the flipped classroom implemented in the experimental group. A higher standard deviation in the experimental group indicates that some students achieved significantly higher scores, while others may have struggled. This may imply the need for individualized approaches if the teaching of geography is realized in this way. The results of this research coincide with the following research in terms of mean value [39,40,41,42,43,44,45]. For example, research [45] showed that instruction implemented in a flipped classroom moderately improved student achievement compared to traditional instruction. The duration of research for this comparative flipped classroom research was also from two weeks to two semesters which fits the research of this dissertation. Also, a meta-analysis [46] showed that more recent studies had better effect sizes, while work with elementary and high school students had higher average effect sizes. A 2023 study [38], conducted with 126 students in a geography class in Nigeria, found that using computer animations in a flipped classroom improved students’ performance in a final test. Research [47] analyzed elementary school classes in the first half of the 2019–2020 school year, in which 756 students participated. The results showed that the flipped classroom also improved academic performance. Research [48] included a meta-analysis of 20 scientific papers published between 2013 and 2015 that, among other things, investigated the impact and performance of students in the flipped classroom. Their meta-analysis confirms the results of this research that the flipped classroom improves student performance in tests. The only difference is that the analysis included students of higher grades and ages, which may affect performance differently.

Additionally, we cannot conclude that gender has a significant effect on achievement in either groups according to the grade. On the other hand, the results of the knowledge test in the research showed that male students achieved better results in terms of mean value than female students, aligning with the previous literature on gender differences [48,49,50,51]. In the experimental group, male and female students had similar mean values, which indicates equal support in learning and engagement without significant gender differences. In the control group, the achievements were lower compared to the experimental group. The difference indicates that the forms of work in the control group were not efficient enough, especially for female students, who achieved a significantly lower mean value. The results of the knowledge test according to gender indicate a positive influence of the flipped classroom method used in the experimental group. This is particularly important in the forms of work, as it suggests that innovative and interactive forms of work could significantly improve student learning and engagement. Achievement in the control group according to the number of points on the knowledge test was similar, but some numbers indicate opportunities for improvement. The experimental group showed high activity and engagement, especially among male students. The control group had certain exceptions, but in general it did not show the same dynamics as the experimental group. Different combinations of achievements indicate that students from the experimental group responded better compared to the control group.

The difference in the number of points between the sexes in the control group and the experimental group is not statistically significant. This indicates that there are no significant differences in performance between male and female students, which has already been confirmed. No gender differences in terms of performance were confirmed or approved in other research relating to the flipped classroom [52,53,54]. A pilot study conducted in a local school in Pakistan, also with Year seven students, showed that students in the experimental group achieved better results than the control group. Also, in the research, male students achieved a higher average grade in the test, as shown by the results of the knowledge test in this research [55]. Research by [56] also showed a better performance in the test by students in the experimental group compared to the control group, but female students showed better performance than male students.

A meta-analysis by [57] found that the flipped classroom was most effective in smaller classes and elementary schools for positive academic success. However, its effectiveness decreased with longer duration of implementation. It is effective in nearly all subjects and has been more effective in promoting model attitudes and learning retention than the classical way of teaching; however, further research using this approach is needed to confirm it. The authors of [58] found that students who watched videos before class performed better on both short-term and long-term exams or tests (for that reason, the statistics of video viewing were included in this research). Video-viewing time is critical to academic performance and retention, highlighting the importance of motivational interventions to encourage timely preparation for flipped classrooms and ensure effective knowledge acquisition. A paper by [59] showed that the separately used flipped classroom and cooperative learning methods significantly improved students’ academic achievement and motivation in both the pre- and post-experiment group compared to the control group.

The research in [60] aimed to evaluate the impact of the flipped classroom on student achievement in eighth grade science classes, and the topics were geographical which coincides with the research of this study. Two groups were instructed on plate tectonics. The control group received instruction guided by the oral presentation method, while the experimental group received pre-recorded videos and student-directed learning activities. Achievement was measured using tests. Both treatment groups showed significant differences in pre- and post-test scores, but neither group had a significant difference when comparing the mean gain from the control group to the experimental group. A small effect size was found in relation to mean gains in the experimental group. Post-testing revealed that students with individualized education plans had a significant difference in achievement.

The present research in elementary schools in Serbia benefited environmental, cultural and economic sustainability. All video materials and exercises in the pre-class (video lessons of selected teaching units and homework assignments), in-class activities (escape room activity and PowerPoint presentations at the beginning of every lesson and usage of mobile devices during all activities) were delivered digitally which reduced paper consumption and benefited environmental sustainability. Moreover, students discussed deforestation in Serbia and wildfires in Greece as part of sustainable environment. In the processing of the teaching unit Republic of Serbia, Montenegro and North Macedonia, the third room in the escape room consisted of 15 questions on climate, flora and fauna. The last 10 questions were related to the national parks in the three mentioned countries, while the last question contained elements about deforestation. Namely, the students were given a link from the Global Forest Watch website (https://www.globalforestwatch.org/dashboards/country/SRB (accessed on 1 October 2024)) where the students were supposed to answer the question based on the attached map on tree cover loss: Which parts of the three offered countries have the greatest form of deforestation? Then, to move on to the next room, the students had to calculate the average tree cover loss on the same website based on the graph from 2001 to 2023 in kha and type it into the empty field to access the next room. Geography flipped classroom experiments allowed students from different cultural backgrounds inclusivity to watch video lessons at home at their own pace, enhancing and promoting cultural sustainability. Furthermore, the preservation of Greek culture and the Roman empire were part of cultural sustainability during the in-class activities. During the process of the teaching unit, Geography of Greece, the students were divided into five groups, where each group had the task of creating tourist brochures based on the submitted photos; the fifth group was called: cities and tourist attractions in Greece. One of the photos that was distributed to the students was Roman infrastructure aqueducts where they had to find information about how aqueducts were used by the inhabitants of that time for sustainable development. Also, during the activities, the students had time to focus and ask more about cultural diversity in selected Balkan countries. As mentioned, an important economic sustainable outcome is that all teaching units were delivered online which reduced the cost of copying the additional materials for both teacher and students. Furthermore, the refugee crisis in Greece was included in the activities that emphasized several Sustainable Development Goals to Year seven students.

6. Conclusions

Almost 24 years ago, the flipped classroom model began to express itself as a concept. The use of the flipped classroom model occurred approximately seven years after the application of Baker and Lage by Jonathan Bergman and Aaron Sams, who implemented the model in the teaching of chemistry in the USA in 2007. Their pioneering work related to the spread of the flipped classroom model continues to this day at various seminars, conferences and video platforms. In the world, there is a small number of works on the topic of the efficiency and general application of the flipped classroom model in teaching geography, which is why this research is extremely important, not only in Serbia but also worldwide.

Research on the flipped classroom model worldwide has primarily focused on higher education contexts, with few exceptions. Most papers and research examined how experienced teachers implement the flipped classroom model in their classrooms or measured its effect compared to traditional approaches [52,53]. Few studies have investigated the appeal or usefulness of the model from the perspective of students or teachers using it. Previous research has not efficaciously provided pedagogical principles to guide the design, implementation and evaluation of the flipped classroom model, failing to promote its application at lower educational levels [61].

Research on the flipped classroom includes an analysis of the effect on student success in a knowledge test with the following scoring: 60–51 (5); 50–42 (4); 41–33 (3); 32–24 (2); 23–0 (1). The main conclusions of the research are as follows:

1. No statistical difference was found between grades and scores in a test in either groups. Furthermore, the difference in the average grades of the students was observed, which suggests that the application of the flipped classroom model had an affirmative effect on the success of the students from the experimental group. Compared to the students in the control group, better success (the highest grade 5) by the students in the experimental group confirmed the hypothesis.

2. Students from the experimental group showed better results at higher levels of points (and therefore knowledge), which indicates the effectiveness of the methods applied in the experimental group.

3. It cannot be concluded that gender has a significant effect on achievements in either group according to the grade and scores in the knowledge test. This may indicate that learning models (such as the flipped classroom) have a positive effect on student engagement, regardless of gender. Also, it was shown that male students achieved slightly better results compared with female students.

Suggestions for future research are that teachers can record more lessons over a longer period with more teaching activities, and students can also record video materials in class. Also, the research could include fifth, sixth and eighth grade students, as well as high school level students to gauge the importance and effectiveness for students at higher or lower grades. In some smaller communities in the Republic of Serbia, the availability of technology, especially the internet, can be a limitation. Disadvantages that may arise for teachers, students and parents in the Republic of Serbia during the implementation of the flipped classroom are parents’ misunderstanding; time wasted on recording; adapting approaches for students with special needs, etc. Teachers in schools could use our approach to make brief explanations to parents on two pages about flipped classroom pros, cons, goals, and what specifically will be done with their children before and during flipped lessons. Also, teachers could record some short explanations if that is easier for them. Teachers could attach this video or explanation on platforms where they have contact with all parents. The benefit is that parents can ask questions if something is unclear to them. Furthermore, some teachers do not want to waste time recording, editing, sharing video materials, teachers are averse to introducing additional innovations in teaching (that is, they are not sufficiently trained or informed), students may have differing levels of prior knowledge (teachers need to adapt video materials and activities in class to students), teachers need to adapt teaching to children with special needs, etc. Teachers can adapt video materials for students in need before lessons by adding captions in the video materials so the students can follow more easily. Also, geography teachers can use a blank map as a visual aid, writing key terms by hand while recording. This is how we recorded the videos, and it helped to guide students step by step, making learning more interactive and reinforcing spatial understanding. Also, the flipped classroom is not recommended for use during all classes during the school year. It is necessary to combine a variety of approaches to ensure adaptability to different teaching methods to teach the contents of the geography curriculum to meet the needs of all students. The flexibility and creativity of geography teachers are of crucial importance for this type of teaching. Moreover, geography teachers can combine the flipped classroom with other teaching strategies like gamification, brainstorming, play-based learning, scaffolding, think-pair-share or other types of blended learning. Additionally, teachers should apply for different seminars relating to blended learning that are organized by university staff to enhance their flexibility, creativity and to find out about some new ideas when implementing the flipped approach during lessons. In addition, in higher grades, geography teachers could implement interactive group activities like debates or some outdoor activities for lower grades. To intensify the generalizability of the approach in geography education, future studies should consider expanding the sampling framework by including rural schools and conducting cross-cultural comparisons to assess its applicability across diverse educational settings and populations.