Abstract
The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.
Highlights
Textiles in general, and weaving in particular, form a significant component of Ghana’s cultural heritage
Lately have we identified quantitative studies that have been conducted to determine the influence of the flipped classroom (FC) approach in high schools [18], whereas similar research in emerging economies, such as Ghana, are nearly non-existent
The findings demonstrated a significant difference between the two groups regarding learning achievement and motivation, with students using the flipped classroom performing better
Summary
Weaving in particular, form a significant component of Ghana’s cultural heritage. Loom weaving has a theoretical component, it is mainly taught as a studio-based practical course in the first year of senior high school. As the class size increases, it becomes extremely difficult to demonstrate the weaving processes to the students due to the limited teaching and learning resources, especially the learning space for studio-based practice. The instructional hours are not enough to give students theoretical knowledge and practical skill sets in weaving processes. These challenges make teachers adopt mainly lecture-based didactic instructions without providing practical engagement and adequate support, making the passive students learners and simulating their learning achievement and self-efficacy to demonstrate sufficient functional skills in weaving. There are methodical measures to heighten learning, teaching and assessment of weaving processes at the SHS, using cutting-edge pedagogical approaches backed by digital technologies [3,4]
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