Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study

Abstract

The objective of this study was to compare the impact of flipped mode and traditional mode of instruction, on the learning outcomes of Grade VIII school children in History and Science; 90 primary school children from Odisha (India) were randomly assigned to either of control (traditional instruction) or experimental (flipped instruction) group. Pre-test scores of both the groups were compared through "t" test; the obtained "t" values of −0.019 and 1.931 were found to be insignificant (p > 0.05) which revealed no significant difference between these groups at the beginning. Thus, both the groups were assumed to have equal variance and after 01 month their post-test scores in History and Science were again compared to examine the impact of different instructional intervention/s. The obtained "t" values of both the groups' post-test scores comparisons were −5.592, −3.260, found to be significant at p < 0.01 level, and confirmed the difference between control and experimental groups. Mean scores of flipped and traditional instructional groups further strengthened the positive impact of flipped mode of instruction on children's learning outcomes in History and Science. The study recommends for future work on flipped instruction with larger sample for educational implications.

Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study

“…Similarly, in the study conducted by Uzunboylu and Karagözlü (2017) on flipped learning model, it was concluded that most of the studies on flipped learning were conducted with university students. Although flipped learning practices can be applied at different levels such as primary school, secondary school, high school and higher education (Yoshida, 2016), the number of studies to determine the effectiveness of flipped learning practices in primary and secondary school is quite limited (Mohanty and Parida, 2016). The fact that primary and secondary school students may experience more difficulty in carrying out extracurricular activities than older age groups may have caused conducting fewer studies with them.…”

The Relationship Between Secondary School Teachers and Students’ Readiness of Using Flipped Classroom

“…Brooks (2014) defined the flipped classroom that has become popular in recent years as a combination of instructional technologies and active learning strategies. Research that was carried out confirmed that students' attention decreases after the 10 minutes of class, although returning their attention to the class can be managed, they can remember only 20% of items that presented during the class (Mohanty and Parida, 2016). Traditional education gives students the opportunity to read the coursebook, listen to the lecture in class time and work on problem sets out of class time.…”

Student Learning Arrangement Based On The ‘Flipped Classroom’ Model’

“…There is the vast experience of using the Flipped Classroom model in different disciplines: humanities (Bergmann et al, 2015;Hung, 2015), science (Love et al, 2014;Mohanty & Parida, 2016), social (Martinez-Jimenez & Ruiz-Jimenez, 2020), engineering (Lavrushina et al, 2020) Strelan et al (2020).…”