In the research conducted by Emine Cabi (2018), it was reported that the use of flipped classroom model for students did not have any significant effects on the performance of the students academically. The main purposes for this research was to study the impacts of flipped classroom model and to find out the opinions of the students regarding this model. The conclusions from these research were in agreement with some other prior research studies but also contradicted with some. In a flipped classroom, the instructor remotely avails the resources for the students digitally from outside classroom and asynchronously conveys any information through the same platform. In the classroom, problem solving activities and practice are carried out to help the students internalize these concepts. Generally, it incorporates the use of computer technologies and engage the students in interactive activities to help them understand these concepts and apply the theoretical knowledge.
Four components are vital for this model beginning with a flexibly structured learning environment and time configured to the needs and expectations of the group. Secondly, the instructor uses learner-centered techniques and teaches in detail to ensure the group understands. Thirdly, the instructor has to take note of the tough levels while keeping up with the progress of the students and ensuring to use active learning techniques to facilitate the understanding of his or her students. Finally, immediate feedback is essential and there is need to ensure the instructor is professionally trained to teach so that he or she is able to assess the feedback of the students. The interactive tasks are for in indoors while videos are for outdoors.
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This study was conducted among two groups of students with one being taught using the flipped classroom model and the other group being taught using the traditional model. The group on flipped classroom were taken through a session of video learning outside classroom and later in classroom for assessments, presentations and feedback collection. In the traditional model, the group started by in classroom session of lectures and assessments and later out of classroom in preparation for presentations.
After a period of four weeks, the groups were brought together for an achievement test that would try answer the question of the impact of flipped classroom on achievement. A multiple choice test containing 25 questions was prepared. They were sampled out from a pool of questions and four experts, three being field experts and one from the measurement and evaluation field asserting the standard of the questions selected. The final 22 questions were presented to the 58 students under evaluation. The test was modeled in such a way that it could distinguish between the knowledgeable and those that are not. After the results, there were no significant negative discriminations in the indexes. The difficulty indexes were close with one group attaining 0.42 index and the other 0.41 index. Kuder–Richardson Formula 20 proved internal reliability with reliability coefficient being 0.74 (Cabi, 2018).
The groups also underwent a focus-group interview to collect student opinions on the flipped model. A literature review was carried out in coming up with the interview questions. They then audio recorded the opinions by directly quoting the participants to ensure integrity of the information and this information was used to make an expert conclusion. The interviews took around 7 to 13 minutes per each of the 18 participating students (Cabi, 2018). Many of them expressed their joy in being able to access the application on their smartphones and tablets, and satisfaction of going to class after learning. They expressed various concerns especially on availability of more materials to learn while out of classroom. In conclusion, the research findings indicated that there existed no significant differences in the scores attained by both groups. This clearly indicated no relationship of impacting academic performance by use of the flipped classroom model for learning. Some of the advantages associated with this model include ability to self-evaluate as a student, improved responsibility and independent learning. However, some students expressed content in learning the topics together with the instructor while in class rather than on their own outside classroom.
In my opinion, the flipped classroom model cannot be as efficient as the traditional model. Some of the concepts are complicated and will be a challenge for a student to understand on their own. This means they have to take a longer time to understand or even require to consult an instructor for guidance. This model also leaves the student to choose whether to learn ahead of the classroom session or not and most of the students will prefer not to whenever the tasks prove to be challenging. Even though this research concludes there is no significant impact on using this model, an overtime adoption and use of this model would prove otherwise because it success is dependent on the self-discipline of the student which is an over expectation on some students.
Considering that some of the students have to be followed around on the traditional model, leaving them to do a study outside classroom would barely be a success. It is also tempting for some students and would use smartphones and tablets as disruptions, especially when they are bored or the tasks are not interesting to them. However, further research may be done to ascertain the conclusive comparison of the implementation of the flipped classroom model with the traditional model to avoid overlooking on the advantages associated with the flipped model.
Reference
Cabi, E. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning , 19(3).
