The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

Abstract

The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than a traditional classroom. The study included 24 participants in a postsecondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research design, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students.

Pivoting Culinary Education During COVID-19 Part Two

“…What we know for sure is that we can no longer rely on our traditional, face-to-face teaching methodologies. As a team, we are learning to let go of our faceto-face instructional pedagogy and are reassured by research that flexible and blended learning approaches within culinary education are not only appreciated by students (Mulyatiningsih, Palupi, Ekawatiningsih, & Firdausa, 2021) but, in fact, achieve higher performance outcomes (Holik, 2019). As Tien, Lin, Yin, and Chang (2020) note, offering online blended and flexible culinary education is a student-centric approach to 21st Century education with the added benefit of increased student motivation and creativity.…”