Browsing by Author "Hamed, Popoola Kareem"

Flipped Classroom Method (FCM) is a sub-category of blended learning that combines face to face learning with on-line learning. A common feature of FCM is that it requires a lot of time and effort on the part of the teacher in what the researchers` term `teacher-led` FCM. Contrastingly, in Learner-led flipped classroom Approach (LLFCA), the instructor attempts to involve learners not only in face to face instruction, but also in the preparation of on-line materials to be studied by peers. LLFCA therefore makes for a very learner-centered experience where students conduct and participate in flipping the classroom. The study utilized a quasi-experimental, mixed-method research design to establish whether there was a statistically significant difference between learners exposed to LLFCA and those in a conventional classroom, in terms of their academic achievement, learning motivation and interaction. Interviews and observation were used to explore the reasons behind students` motivation, interaction and preparation before class. The study was conducted at a faculty of education in a government university in Kuala Lumpur, over a period of five weeks The experimental group (45) and the control group (33), were taught an undergraduate core course called `Curriculum and Instruction` (EDC 3002) by the same instructor. However, the experimental group was taught using LLFCA, while the control group was taught using a conventional teaching method comprising lecture and student presentations. The results of the pretest, posttest and survey questionnaire indicated that LLFCA had a statistically significant impact on the academic achievement, motivation and interaction of learners in the experimental group, compared to those in the conventional class. Moreover, the qualitative and quantitative data confirmed that learners in LLFCA were more engaged and involved in their instruction than those in the conventional classroom. Lastly, the results of the study have implications regarding the implementation of socio-constructivist learning theory, practical application of pedagogical designs for learning intervention; and methodology for evaluating the effectiveness of learning programmes.

Creative teaching is considered as an essential technique and a systematic learning approach in education that brings delight and meaning to an individual’s condition. An absence of creativity leads to the lack of art, literature, science, innovation, problem solving and progress. The recent calls in education for an implementation of authentic activities and real world problem solving necessitate students’ engagements with contents of curriculum in flexible and creative ways of teaching. However, Muslims were dissatisfied with the traditional method of teaching in Islamic schools as they realized that this method of teaching does not allow for critical and creative thinking; leaving Muslim educators in a dilemma. This study is generally aimed to investigate the factors influencing creative teaching amongst the teachers of Islamic private schools (IPS). This study used quantitative research method which consisted of surveys adopted from the questionnaires for creative teaching factors and administered to 180 teachers from four selected Islamic schools. A stratified sampling technique was used in this study. The data was analysed quantitatively using the descriptive analysis, Independent Sample t-Test and ANOVA. The findings showed that the creative teaching of teachers in IPS is profoundly influenced by motivation, personal effort, learning attitude, teaching belief, school environment, teaching commitment, personal knowledge and growing up experience. In addition, the result identified the main factors influenced creative teaching of teachers at IPS was the personal efforts, teaching beliefs, teaching commitment and personal knowledge. Lastly, the findings indicated that there were statistically significant differences in some factors influencing creative teaching of teachers at IPS in terms of respondents’ demography while others were not significant. Based on the findings, the researcher suggested the need for a solid body of experienced creative professional in response to the diverse range of attitudes towards creative teaching among the Islamic private schools.