Effectiveness of Flipped Classroom (FC) model in learning economics subject: A quasi-experimental study

Abstract

The study explored the use of Flipped Classroom (FC) approach in learning Economics by grade X students at Gaselo Higher Secondary School, Wangduephodrang, Bhutan employing a quasi-experimental design. The study found a significant mean difference between control (M = 9.5200, SD = 2.21491) and experiment group (M = 14.2273, SD = 3.48252) and the independent sample t-test indicated that this mean difference was significantly greater than zero [t(78) = 1.994, p = .000 < .05]. Further, the Wilcoxon Signed Rank Test (Z = - 3.933, p < 0.001) and the one-way ANOVA (p < .05 [F(1, 78) = 38.447, p = 0.000]) revealed that there was a statistical significant difference in mean scores of the experiment and control groups. Thus, FC approach was effective in learning economic subjects and was also more effective than traditional face-to-face teacher centered learning. It is recommended that FC approach should be used as one of the most effective approaches to teach and learn economics. However, the present study focused on only grade X students, so a study may be carried out across the school to have a broader understanding of the subject.