Influence of students’ engagement towards students’ achievement between the quiz-based micro-lecture approach and discussion-based micro-lecture approach in flipped classroom environment

Student-centered approaches that attempt to embrace technology have become the teaching medium due to recent changes in higher education. Therefore, the efficacy of educational materials and instructional methods in teaching and learning is critical. In higher education institutions, the micro-lecture approach can be used as a selfstudy medium or as an educational technique to enhance the learning process. One of the most recent approaches to using video as a learning tool is flipped classroom. As a result, the micro-lecture approach in teaching and learning is linked to the flipped classroom. Interaction is required in the teaching and learning process to engage students, and there is a relationship between interactivity and engagement. Aside from that, student engagement has been shown to have a significant impact on student achievement. The purpose of this study is to compare the influence of student engagement on student achievement in a flipped classroom environment between the quiz-based microlecture approach and the discussion-based micro-lecture approach. In a flipped classroom environment, linear regression was used to investigate the influence of student engagement on student achievement between the quizbased micro-lecture approach and the discussion-based micro-lecture approach. In a flipped classroom environment, the results of this study show that there is no significant difference in student engagement between the quiz-based micro-lecture approach and the discussion-based micro-lecture approach. Students in the quiz-based micro-lecture approach outperform students in the discussion-based micro-lecture approach in each test, even though student engagement has no effect on student achievement. Furthermore, students in the quiz-based micro-lecture approach were more enthusiastic and made more positive comments about actively participating in learning activities than students in the discussion-based micro-lecture approach. Based on the findings of this study, many recommendations can be made to promote collaboration, efficacy, and collegiality, as well as to investigate the opportunities for student engagement and achievement provided by flipped classroom environments using quiz-based micro-lectures. The study's findings have some commercialization potential. The micro-lecture approach can improve the learning outcomes for the target audience. It is applicable to industries other than education, such as research and development.