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Volume 17
Issue 6
10.3390/su17062464
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Article

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

by
Stefan Stajić
1,
Smiljana Đukičin Vučković
1,*,
Ljubica Ivanović Bibić
1,
Jelena Milanković
1,
Anđelija Ivkov Džigurski
1,
Ranko Dragović
2,
Aleksandra Dragin
1,
Milica Solarević
1 and
Aco Lukić
1
1
Department of Geography, Tourism and Hotel Management, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia
2
Department of Geography, Faculty of Natural Sciences and Mathematics, University of Nis, 18000 Nis, Serbia
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(6), 2464; https://doi.org/10.3390/su17062464
Submission received: 3 February 2025 / Revised: 6 March 2025 / Accepted: 9 March 2025 / Published: 11 March 2025
(This article belongs to the Section Sustainable Education and Approaches)
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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.
Keywords: flipped classroom; geography curricula; learning outcomes; educational technology; innovative pedagogy flipped classroom; geography curricula; learning outcomes; educational technology; innovative pedagogy

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MDPI and ACS Style

Stajić, S.; Vučković, S.Đ.; Bibić, L.I.; Milanković, J.; Ivkov Džigurski, A.; Dragović, R.; Dragin, A.; Solarević, M.; Lukić, A. How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia. Sustainability 2025, 17, 2464. https://doi.org/10.3390/su17062464

AMA Style

Stajić S, Vučković SĐ, Bibić LI, Milanković J, Ivkov Džigurski A, Dragović R, Dragin A, Solarević M, Lukić A. How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia. Sustainability. 2025; 17(6):2464. https://doi.org/10.3390/su17062464

Chicago/Turabian Style

Stajić, Stefan, Smiljana Đukičin Vučković, Ljubica Ivanović Bibić, Jelena Milanković, Anđelija Ivkov Džigurski, Ranko Dragović, Aleksandra Dragin, Milica Solarević, and 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 17, no. 6: 2464. https://doi.org/10.3390/su17062464

APA Style

Stajić, S., Vučković, S. Đ., Bibić, L. I., Milanković, J., Ivkov Džigurski, A., Dragović, R., Dragin, A., Solarević, M., & Lukić, A. (2025). How the Flipped Classroom Affects Year Seven Students in Geography Test Results: A Case Study of Two Primary Schools in Serbia. Sustainability, 17(6), 2464. https://doi.org/10.3390/su17062464

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