Flipped Classroom: Prospect in Freeing up Classroom Instructional Hours and Students’ Attitude Towards Flipped Classroom Strategy

Abstract

Flipped classroom is a pedagogical model that employs video, reading assignments, practice problems, and other digital technology-based resources outside the classroom to introduce the concept for more meaningful learning. In the Bhutanese education system, the conflict between limited availability of time and coverage of large volumes of syllabus material has become a central issue in curriculum design. Therefore, this study explored how flipped classrooms could be mediated to free up of classroom instructional hours without affecting student learning. This study also assessed students’ attitudes towards flipped classroom strategy. A total of 83 students participated in this study. A pre-test and post-test experimental research design for classroom instructional hours and survey questionnaire were employed to study students’ attitude towards flipped classroom strategy. SPSS was used for statistical analysis of the data on attitude rating and pre-test and post[1]test difference. Key findings include flipped classroom saved an average of up to 13.29% of instructional hours without affecting students’ learning. The difference of pre-test and post-test mean score for learning between the experimental and control group is not significant (p>.05, t=0.394). However, with a mean score of 4.60 on a five scale Likert scale for positive statements and a mean score of 1.49 for negative statements, students have positive attitude towards flipped classroom.