EFFECTS OF FLIPPED INQUIRY-BASED APPROACH AND TRADITIONAL INSTRUCTION APPROACH TOWARDS STUDENT ACADEMIC PERFORMANCE IN GENERAL UNIVERSITY REQUIREMENT SUBJECT

Abstract

This study compared student academic performance in a General University Requirement subject across two instructional approaches: traditional and flipped inquiry. A quasi-experimental design was chosen for this study with non-equivalent group posttest design. The participants consisted of a total of 197 full-time undergraduate and sub-degree students who enrolled in the General University Requirement subject “Light, man and environment”. There were 99 students from class of academic year 2017/18 and 98 from class of academic year 2019/20, respectively. Results indicated that the flipped inquiry instructional approach had a significant impact on student academic performance than traditional approach. Whitney test showed that there is a difference of student academic performance between those who undertook flipped inquiry based instructional approach and the students who undertook traditional approach. A positive outlook towards this blended learning approach was received.