Investigating the Impacts of Flipped Classroom Approach on Class Nine Students Learning of Thermal Energy

Abstract

The flipped classroom is an emerging pedagogical model characterized by shifting teacher-oriented to student-oriented learning. This study aimed to investigate the impacts of flipped classroom approach on academic success of class nine students learning thermal energy in one of the Middle Secondary Schools in Bhutan. A quantitative method that is true-experimental design, specifically, pretest-posttest control group design and survey design were employed in this study. The data were collected from the physics learning achievement test and survey questionnaire. A total of 50 students participated in the true-experiment with 25 each in the control group and experimental group. The experimental group participated in a survey questionnaire to find their opinions on the impact of flipped classroom approach on learning thermal energy. The Statistical Package for Social Sciences version 22 was used to analyze the quantitative data. The results of the study indicated a statistically significant difference (t (48) = 2.53, p = .05) in physics learning achievement test between control and experimental groups with a medium effect size (d = 0.68), signifying implementation of flipped classroom has positive effect on learning thermal energy. Moreover, flipped classroom approach brought positive impacts toward students’ learning such as accessibility with supports from teacher and friends, motivation to learn at their own space and time, active engagement in the class, and achieve higher order thinking skills. There is a strong positive correlation (r =0.828) between flipped classroom approach and higher order thinking skills. This study was limited to short duration and small sample size. Further studies are recommended for longer duration of observation with more coverage of physics topics and more sampled schools spread across the country.