Flipped Classroom Pedagogy and Cognitive Learning Outcomes in Undergraduate Business Education: A Quasi-Experimental Study Across Bloom's Taxonomy Levels in Jaipur

Abstract

The flipped classroom model, in which instructional content delivery isrelocated to pre-class asynchronous formats freeing in-class time for activeproblem-solving, collaborative application, and higher-order cognitiveactivity, has attracted substantial interest as a curriculum innovation withpotential to improve learning outcomes beyond the lower-order knowledgeand comprehension levels characteristic of traditional lecture-centredpedagogy. This study employs a quasi-experimental pre-test/post-test design to compare learning outcome gains across three Bloom's taxonomy cognitive levels — lower-order (remember/understand), mid-order (apply/analyse), and higher-order (evaluate/create) — between 96 undergraduate Business Studies students assigned to a flipped classroom section and 90 students assigned to a matched traditional lecture section across two semesters at affiliated colleges in Jaipur. Both groups showed significant post-test gains at all three Bloom's levels, but the flipped classroom group demonstrated substantially larger gains at the mid-order and higher-order levels (difference-in-differences of +13.9 and +17.8 score points respectively), while gains at the lower-order level were comparable across groups (+3.4 points). Teacher workload, student readiness perceptions, and implementation fidelity were assessed as contextual moderators. These findings provide empirical support for the adoption of flipped classroom pedagogy as a curriculum innovation specifically targeting higher-order cognitive skill development in undergraduate business programmes. KEYWORDS: Flipped classroom, Active learning, Bloom's taxonomy,Learning outcomes, Curriculum innovation, Undergraduate business education, Quasi-experimental design, Higher-order thinking