Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

Himanshu Tripathi Himanshu Tripathi

doi:10.25215/0304.028

Abstract

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.

Highlights

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting
Hypotheses: (i) There is no significant difference in the pre-test scores of the control and the experimental group of student teachers. (ii) There is no significant difference in the post-test scores of the control and the experimental group of student teachers. (iii) There is no significant difference in attainment of knowledge and application of the content taught between the control and experimental group post teaching
(i) There is no significant difference in the pre-test scores of the control and the experimental group Student teachers

Summary

Professional Educator

Flipped Learning creates flexible spaces in which students choose when and where to learn. In the principles of Macroeconomics class when Flipped strategy is used, there is sufficient time to add a unit dealing with International Economics This was found by Bland (2006) who was able to cover more material in a Flipped classroom compared with a traditional lecture based system of teaching. Hypotheses: (i) There is no significant difference in the pre-test scores of the control and the experimental group of student teachers. (ii) There is no significant difference in the post-test scores of the control and the experimental group of student teachers. (iii) There is no significant difference in attainment of knowledge and application of the content taught between the control and experimental group post teaching. HYPOTHESES TESTING (i) There is no significant difference in the pre-test scores of the control and the experimental group Student teachers

Not significant*

Control Group

Findings

CONCLUSION