Integrating project-based learning-flipped classroom to enhance students' engagement and historical critical thinking in secondary vocational schools

IntroductionThis study examined whether the integration of Project-Based Learning and Flipped Classroom into a Flipped Project-Based Learning (FPBL) model was associated with stronger student engagement and historical critical thinking in secondary vocational history learning.MethodsA quantitative quasi-experimental design with a non-equivalent control group was employed. The participants were 60 eleventh-grade vocational students divided into an experimental group receiving FPBL-based instruction and a control group receiving conventional history instruction. Data were collected across three measurement points using the Student Engagement Scale and the Historical Critical Thinking Skills Inventory.ResultsThe experimental group showed stronger improvement than the control group across behavioral, emotional, and cognitive engagement. Similar patterns were found for historical critical thinking, including analyzing historical sources, interpreting and contextualizing historical information, and synthesizing historical arguments. The mixed-design repeated measures ANOVA indicated significant effects of time, group, and time × group interaction.DiscussionThese findings suggest that FPBL may support vocational students' engagement and historical reasoning by connecting digital pre-class preparation, collaborative project based inquiry, and post-class reflection. Because the study used a quasi-experimental design without full random assignment, the findings should be interpreted as evidence of association rather than definitive causality.