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Using a case study approach, this study investigates the challenges faced by students enrolled in the Four-semester System (SES) at Matriculation College within a flipped classroom model. The findings, a stepping stone for future research, are based on interviews with six participants, an equal number of male and female students, and the analysis of three quizzes. The study uncovers that SES students, who typically show lower academic performance, heavily depend on instructor guidance during the pre-class phase, where they engage in self-directed online learning, necessitating clear instructions. Cognitive challenges, including inconsistent comprehension and difficulty applying knowledge, surface during in-class sessions. Many SES students seek additional face-to-face instruction post-class, indicating a preference for traditional teaching methods. A correlation is found between students' past secondary school academic performance and their success in quizzes within the flipped model, underscoring the need for tailored support for those with weaker grades. This study highlights the importance of providing such support to ensure the inclusivity of education. The study recommends integrating face-to-face teaching into the second in-class phase to balance student-led activities and instructor-guided sessions, addressing identified challenges while upholding active learning principles. This study provides insights for curriculum design, pedagogical adjustments, and targeted support services tailored to the needs of low-achieving SES students, emphasizing the importance of inclusivity in education. It also proposes inspiring avenues for future research in this area, particularly in developing effective support services and the design of inclusive curriculum, thereby opening up new areas of exploration and potential solutions.
Wong et al. (Sat,) studied this question.