Previous research has demonstrated that project-based learning (PjBL) and flipped classroom models can enhance student engagement and academic outcomes, but their combined use in creative writing instruction remains underexplored. This study investigates the effectiveness of a flipped PjBL model in improving creative writing skills in higher education. The research seeks to answer: (1) Does the flipped PjBL model significantly affect creative writing learning outcomes? (2) What is the relationship between student perception, motivation, and learning outcomes? It is hypothesized that the flipped PjBL model positively influences learning outcomes and that student perception and motivation are positively associated with those outcomes. A quantitative quasi-experimental design was used, involving 62 university students aged 19–21, divided into an experimental group (n = 33) and a control group (n = 29) through purposive sampling. Questionnaires measured student perception and motivation. The results indicate that the flipped PjBL model contributed to improved creative writing outcomes and revealed positive relationships among the measured variables.
Mana et al. (Wed,) studied this question.
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