Abstract
Flipped classroom is an active, student-centered approach that has been developed to enhance the quality of time in the classroom. This study investigates the perceptions of third year Bachelor in Teaching English as a Second Language (BTESL) and Bachelor in Accounting (BIA) students in a Higher Education Institute, Malaysia. It aims to examine the students’ perceptions towards the use of flipped classroom approach in Islamic Civilisation and Asian Civilisation subject (TITAS) and to identify whether there is any significant difference between the perceptions of two groups of students with different educational backgrounds. This study involves 124 respondents consisting of 82 (66.1%) third year BTESL students and 42 (33.9%) BIA third year students. It adopted a quantitative research design using a survey method for data collection. The questionnaire was adapted from previous studies as the instrument for this study. Data were analysed through SPSS software and were interpreted through descriptive analysis and an Independent sample T-test. The findings show the majority of BTESL and BIA students perceived the usefulness of flipped classroom implementation in TITAS class positively. However, the study findings also revealed that there is no significant difference between the perceptions of BTESL and BIA students. Consequently, the outcomes were inferred that students perceived flipped classroom approach in TITAS class to be useful and there is no significant difference between the perceptions of the two groups of students with different educational backgrounds.
Highlights
Increased use of information technology in classrooms was observed in the 21st century
The findings show the majority of BTESL and Bachelor in Accounting (BIA) students perceived the usefulness of flipped classroom implementation in TITAS class positively
According to the item analysis, the researcher could interpret whether the students from both different courses and faculties perceived the use of Flipped classroom in TITAS class positively or negatively
Summary
Increased use of information technology in classrooms was observed in the 21st century. The flipped classroom model addresses students and educator relationship in the learning contact. 2013; Bergmann & Sams,2014 stated that flipped learning enables the introduction of flexible pedagogy that provides varied needs of students, and enhances student participation and engagement in the learning activities and processes. According to Deslauriers, Schelew and Wieman (2011) and McLaughlin et al (2013) as cited in Smallhorn (2017) reported that higher student attendance rates and greater student engagement were observed in flipped classroom. Studies above showed that a flipped classroom helps students to be active learners despite class size. Based on Danker (2015), the flipped classroom setting helped to switch passive learning into more active and student-centered learning through the use of technology
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