The Effectiveness of the Flipped Classroom in a Teacher Training Context

Saïd Boubih,Rachid Janati Idrissi,Mustafa El Alaoui,Anouar Aidoun

doi:10.13189/ujer.2020.082242

Abstract

The flipped classroom is a model of teaching in which activities traditionally conducted in the classroom become homework activities, and activities that normally constitute homework become classroom activities. This pedagogical model has been proposed in several studies as an alternative educational approach to conventional methods, but its effectiveness in improving outcomes is disputed. To test the effectiveness of this model, we followed a semi-experimental approach, using a pre- and post-test. A group of future life and earth science teachers from an experimental classroom (n = 62) was trained using the flipped classroom approach. However, the trainees in the control class (n = 62) followed traditional teaching. Pre- and post-test results were analyzed using the t-test to assess the effectiveness of this teaching model. There were no significant differences between the two groups in the pre-test, indicating that the two groups were equivalent prior to our intervention. However, a statistically significant difference was recorded in the post-test in favor of the experimental group members, particularly for questions related to knowledge manipulation. For the questions assessing the degree of knowledge acquisition, we found no significant difference between the two groups. We could therefore conclude that the integration of the flipped classroom in a training situation for future teachers has a positive effect on the improvement of learning performance. This approach can also serve as a means of varying our teaching practices and benefiting from the advantages of distance learning.

Highlights

To cope with the shortage of teachers in the Moroccan education system, the Ministry of National Education has launched a massive operation to recruit contract teachers, and a considerable effort has made it possible to recruit 70,000 teachers in less than four years [1]
The time devoted to training these future teachers in the Regional Centers for Education and Training Professions (RCETP) generally lasts only seven months, which is very insufficient to acquire the various skills covered by the modules taught [2]
Diagnosing these difficulties and proposing remedial activities is not always possible in RCETPs because of the limited time allocated to each module

Summary

Introduction

To cope with the shortage of teachers in the Moroccan education system, the Ministry of National Education has launched a massive operation to recruit contract teachers, and a considerable effort has made it possible to recruit 70,000 teachers in less than four years [1]. To optimize the use of training time and to distribute the workload between presence and distance, a hybrid device can be proposed [4, 5] This device combines the advantages of traditional classrooms and distance learning: learners retain the possibility of interpersonal interaction with the teacher and their peers, while being able to pursue independent learning at their own pace without the limitations of time and place [6]. Before inviting trainers to model and implement reverse education in teacher preparation curricula [8, 11], more research is needed in the area of reverse education at all educational levels and in all subjects, including teacher education [8] It is within this framework that this study is being carried out. Its objective is to test the effectiveness of this pedagogical approach in the training of trainee teachers

Methods

Results

Conclusion