The flipped classroom model: effects on students' reading comprehension in english text

Abstract

This work used a Quasi-experimental experimental design to examine the effects of a flipped classroom model combined with reading comprehension strategies on students' comprehension of English text. It was carried out with 26 fourth-grade students from a primary school in central Bhutan. A pre-test and post-test for reading comprehension were conducted, and a series of observations were made during a one-on-one discussion with a teacher on the read text. The data were analyzed using the t-test and descriptive statistics, and the observations were analyzed using content analysis. The analysis of pre-test and post-test revealed a statistically significant difference between the mean scores of pre-tests (M = 3.04; SD = 2.26) and post-tests (M = 5.19; SD = 1.44) at p<.05, indicating the improvement in students' reading comprehension. It is also evident from the comparative analysis of the content derived from the observations on the pre-test and post-test that there was improvement in students' reading comprehension. This further supports the earlier finding, which emerged from the descriptive analysis. Based on the findings from this study, a few recommendations were proposed that might be of interest and use for other English as a Foreign Language (EFL) teachers in similar contexts.