Evaluating the Usability of the 3Fs Flipped Model to Enhance Student Engagement: A Case Study at INTI International College Penang

Abstract

This study investigates the usability of the 3Fs Flipped Model (Flipped, Formative, and Feedback) in promoting student engagement at INTI International College Penang. Grounded in digital pedagogy and instructional design, the model integrates pre-class content delivery, ongoing formative assessment, and timely feedback to support active, student-centered learning. The novelty of this study lies in its structured integration of the 3Fs model with digital tools such as asynchronous video lectures, interactive Google Forms, Padlet discussions, and real-time quizzes using Quizizz and Mentimeter across each phase of learning to enhance engagement and self-directed learning. A quantitative approach was employed, involving 151 students from four academic programmes: General Studies, Information Technology, Business Studies, and Physics. Data were collected using Google Forms to explore students’ experiences and perceptions of the model. The study specifically examined engagement levels before and during class sessions. Results indicated strong positive associations between structured formative activities and students’ reported preparedness for class. In-class engagement also improved, with timely feedback contributing significantly to motivation and self-reflection. Overall, students reported positive engagement experiences across disciplines when formative assessment and feedback were systematically integrated. The findings are limited to the current context but suggest possible relevance to similar higher education settings and further studies employing experimental or longitudinal methods are recommended.