Effect Of Flipped Classroom On Developing Fluency And Flexibility Through Divergent Thinking Strategies

Abstract

This study examined the effect of flipped classroom design on developing fluency and flexibility through divergent thinking strategies. True experimental design, pre-test post-test control group design was used with two intact groups of students in the elementary education program at the Master's level.The experimental group was taught through flipped classroom design i.e. pre-class learning, in-class divergent thinking activities, and post-class learning. Torrance Test for Creative Thinking Skills (TTCTS) with nine sub tasks on divergent thinking was adapted to measure fluency and flexibility. Independent sample t-test and paired sample t-test were used to compare mean scores. The findings showed a significant difference between the mean scores of the experimental group in pre-test and post-test scores on fluency and flexibility. A significant difference was found between the mean scores of students in the post-test of the control and experimental group. The findings will help to improve the implication off lipped classrooms along with divergent thinking strategies for teaching creativity to students at a higher level.