Supporting Underachieving Students in the Flipped Classroom: Strategies, Effectiveness, and Implications for Chinese Education Policy

Abstract

The flipped classroom has emerged as a transformative instructional model in global education, shifting the focus from teacher-centered lectures to student-centered active learning. While this model has been widely recognized for enhancing student engagement, motivation, and achievement, its effectiveness in supporting underachieving students remains underexplored, particularly in the Chinese educational context where educational equity is a national priority. This study employs a mixed-methods explanatory design to investigate strategies tailored to the needs of underachieving secondary school students in flipped classroom environments. Quantitative data will be gathered from 150 students using validated questionnaires and achievement tests, while qualitative data will be obtained from interviews, classroom observations, and document analysis. In addition to measuring academic performance, this study examines changes in motivation, engagement, and self-regulation. By integrating Vygotsky’s Zone of Proximal Development with self-determination theory, the research aims to provide a comprehensive framework for supporting low-achieving learners. The anticipated outcomes will inform national initiatives such as the National Education Informatization Development Plan (2021–2025) and the Action Plan for Equity in Education (2021–2025), offering concrete, evidence-based recommendations for bridging learning gaps through technology-enhanced pedagogies.