The Impact of Flipped Instruction on Enhancing Writing Composition Skills Among Computer Engineering Students at Government Engineering College, Dahod

Abstract

This study investigates the efficacy of flipped instruction (FI) in improving writing composition skills among third-semester Computer Engineering students at Government Engineering College, Dahod. Given the increasing importance of effective written communication in the engineering field, and the pedagogical shifts necessitated by modern learning environments, this research explores how FI, by leveraging asynchronous learning and interactive in-class activities, can enhance students' ability to construct coherent and well-structured written outputs. The study will employ a quasi-experimental design, comparing a control group receiving traditional lecture-based instruction with an experimental group engaging in flipped learning. Pre- and post-tests will assess improvements in various aspects of writing composition, such as idea organization, coherence, vocabulary use, and overall sentence and paragraph structure. Anticipated findings suggest that FI will significantly contribute to the development of robust writing composition skills, thereby preparing engineering students for professional communication demands.