Abstract
Flipped Classroom (FC) has been considerably investigated in research and practice contexts because of the capacity it assumes to have in enhancing learners’ outcomes. However, research that explores advance organizers' impact, which might result in affecting the expected learning outcomes in the FC, is still insufficient. Hence, the present study aimed to assess the effectiveness of advance organizers utilization in FC via Learning Management System to develop learners’ integrated science process skills. It was carried out on all home economics students enrolled in a course entitled "Research Proposal" who were randomly divided into two equal groups, experimental and control. Data were collected through a five- domain product evaluation card namely, the operational definition; identifying and controlling variables; formulating hypothesis; experimenting; and interpreting data. Results showed that achievement and performance of participants who learnt the course content via FC lectures with the use of an advance organizer were better than the performance and achievement of their colleagues in the control group that were not provided by any advance organizer. In light of these results, the study concluded that advance organizers, if used in FC could have interesting benefits for research and development of learners’ integrated science process skills.
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