Evaluating the Impact of the Flipped Classroom Model on Secondary Students' Critical Analysis of Historical Primary Sources

This research evaluates the Flipped Classroom Model's impact on secondary school history students' critical literacy and primary source analysis. Traditional lecture-heavy instruction often restricts active learning, forcing passive memorization. By moving foundational lectures online via asynchronous digital platforms, valuable synchronous classroom time is reallocated toward collaborative document analysis. Using a quasi-experimental, mixed-methods approach, this study measures objective performance gains through pre- and post-tests, alongside focus group interviews to capture qualitative student experiences. Ultimately, the project establishes a scalable, data-driven framework that leverages educational technology to foster critical inquiry and evidence-based reasoning in secondary humanities education.