Analytic Hierarchy Process for Evaluating Flipped Classroom Learning

Abstract

In reality, the flipped classroom has gained popularity as a modern way of structuring teaching, where lectures move from in-class procedures to digitally-based assignments, freeing up the debate, and practice exercises class time. Therefore, it is essential to implement and analyze a way of teaching that will improve student performance. The paper aims to develop a model of the method of teaching science in Iraqi schools, and to assess whether teaching flipped classroom affects the achievement, motivation, and creative thinking of students by using the methodology of Multi-Criteria Decision Making (MCDM) in the Analytic Hierarchy Process (AHP). The AHP approach includes several steps, including setting assessment criteria and their weights, and by assessing the methodology of the flipped classroom as compared to the conventional cognitive learning process. An experiment was carried out in Iraqi secondary schools to examine the attitude of the students towards the subject of Chemistry. The findings have indicated that the students and teachers favored flipped classroom learning more than conventional cognitive learning. The study took the following parameters compared to the traditional approach: teaching techniques, learning flexibility, teaching aids effectiveness, student participation and working environment. This paper indicates that the teachers in Iraqi schools will be able to improve and do more preparation to shift towards flipped learning in the classroom.