HOME-BASED PREPARATION AS A MEDIATING MECHANISM BETWEEN CONFIDENCE IN AUTONOMY AND ENGAGEMENT IN THE FLIPPED CLASSROOM
DOI:
https://doi.org/10.52326/jss.utm.2026.9(2).07Keywords:
Flipped classroom, confidence in autonomy, initiative-taking, home preparation, active engagement, mediation, self-efficacy, self-regulation, higher education, Democratic Republic of Congo (DRC), active learningAbstract
This study aims to explore the mediating role of home preparation initiative (HPI) in the relationship between learner autonomy confidence (LAC) and active engagement in flipped classrooms (EC) at the University of Kinshasa (DRC). Grounded in self-efficacy and self-regulation theories, the study shows that LAC significantly influences EC (β = 0.45, p = 0.01), confirming the importance of learner autonomy confidence as a driver of engagement. In contrast, HPI does not significantly mediate this relationship (non-significant indirect effect, bootstrap CI [-0.04; 0.23]), suggesting that contextual constraints (limited material resources, large class sizes) may hinder its effectiveness. The results also highlight the importance of emphasizing confidence in autonomy while adapting teaching methods to local realities, particularly by promoting the implementation of collaborative and metacognitive support mechanisms. The findings will contribute to the literature by providing insights into optimizing the flipped classroom model in sub-Saharan Africa, while also emphasizing the need for further research on potential additional mediators (motivation, social support).
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