EXPLORING SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF FLIPPED CLASSROOM APPROACH IN A CITY IN SOUTHERN KAZAKHSTAN

Abstract

This qualitative study examines secondary school teachers' perceptions of the flipped classroom approach in a city in southern Kazakhstan. The research contributes to the limited literature on flipped classroom implementation in the unique context of Kazakhstan, providing insights into its potential benefits and challenges. Through semi-structured interviews with four teachers who have used the flipped classroom approach, the study reveals their perceptions of its impact on student learning, as well as their experiences of implementing it. Findings suggest that teachers perceive the flipped classroom approach to have a positive impact on student motivation, engagement, and performance.....