Evaluating the effects of a learner-led flipped classroom approach (LLFCA) on the students` learning at IIUM

Abstract

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.