Empowering Students through Project-Based Learning and the Flipped Classroom Approach: The Role of Formative Assessment in Creating a Student-Centered Learning Environment

Abstract

This study explores the impact of project-based learning (PBL) within a flipped classroom (FC) framework on student engagement, motivation, comprehension, collaboration, and communication skills. Employing a mixed-methods approach, the research involved a sample of 300 female undergraduate students at Imam Abdulrahman bin Faisal University (IAU), in their third academic year, enrolled in a general entrepreneurship course. These participants were randomly allocated to two groups: a formative assessment group and a summative assessment group. Additionally, qualitative data were collected through interviews with 20 experienced teachers who implemented project-based learning in a flipped classroom setting. The findings underscore the efficacy of formative assessment over summative assessment in nurturing these outcomes, particularly in establishing a student-centered learning atmosphere conducive to self-directed learning. Despite the observed benefits, challenges associated with group work surfaced, underscoring the significance of nurturing supportive learning environments that cultivate collaborative skills. The study enriches the understanding of PBL within FC settings and suggests avenues for exploring diverse formative assessment strategies to enrich student learning and achievement. This research holds implications for educators striving to devise pedagogical approaches that foster active learning and student success.