Abstract
The objective of this study was to compare the impact of flipped mode and traditional mode of instruction, on the learning outcomes of Grade VIII school children in History and Science; 90 primary school children from Odisha (India) were randomly assigned to either of control (traditional instruction) or experimental (flipped instruction) group. Pre-test scores of both the groups were compared through “t” test; the obtained “t” values of -0.019 and 1.931 were found to be insignificant (p > 0.05) which revealed no significant difference between these groups at the beginning. Thus, both the groups were assumed to have equal variance and after 01 month their post-test scores in History and Science were again compared to examine the impact of different instructional intervention/s. The obtained “t” values of both the groups’ post-test scores comparisons were -5.592, -3.260, found to be significant at p < 0.01 level, and confirmed the difference between control and experimental groups. Mean scores of flipped and traditional instructional groups further strengthened the positive impact of flipped mode of instruction on children’s learning outcomes in History and Science. The study recommends for future work on flipped instruction with larger sample for educational implications.
Highlights
Research on classroom lectures has demonstrated that a student’s attention declines after the first 10 minutes of class, and it may return at the end of a class, students remember only about 20% of material presentedHow to cite this paper: Mohanty, A., & Parida, D. (2016)
2) Pre-instruction content knowledge test and Post-instruction learning outcomes measures
As the post-test scores were compared the Experimental/Flipped group performed better both in History and Science subjects
Summary
Research on classroom lectures has demonstrated that a student’s attention declines after the first 10 minutes of class, and it may return at the end of a class, students remember only about 20% of material presentedHow to cite this paper: Mohanty, A., & Parida, D. (2016). Research on classroom lectures has demonstrated that a student’s attention declines after the first 10 minutes of class, and it may return at the end of a class, students remember only about 20% of material presented. How to cite this paper: Mohanty, A., & Parida, D. Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study. The traditional pattern of instruction use to give students the task of reading textbooks and work on problem sets outside school, while listening to lectures and taking tests in class, whereas, the flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction
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