A Study of the Effectiveness of Flipped Classroom Strategy in Enhancing Achievement in Science among Secondary School Students
aBharati Hajari, bVasundhara Padmanabhan
aPrincipal, IES English High School, Kherwadi, Bandra, India
bPrincipal K J Somaiya College of Education, and Research, Vidyavihar, Mumbai
400077, India ---
Flipping the classroom refers to swapping classroom lecture time for hands-on practice time. Therefore, the lecture is done for homework usually via a video or audio file and the classroom time is spent clarifying and applying new knowledge gained. In simple words, it is “school work at home and home work at school.” The author developed an instructional module of teaching topics Metals and Non-Metals, Carbon and Carbon Compounds in Science for class VIII students by flipped classroom strategy and tried it out on a sample of 300 students. The present study was a mixed methods design. The quantitative part of the study was a quasi-experimental, two groups pre test post test design. The qualitative part of the study focused on the process of instructional intervention. The paper presents the experimental part of the study.
KEYWORDS: Flipped Classroom, Achievement in Science, Secondary School Students --- Introduction
According to the Flipped Learning Network (flippedlearning.org), "Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter." In simple words, it is “school work at home and home work at school.”
Flipping the classroom refers to swapping classroom lecture time for hands-on practice time. Therefore, the lecture is done for homework usually via a video or audio file and the classroom time is spent clarifying and applying new knowledge gained.
In the Flipped Learning model, teachers record their lectures, demonstrations, narrations, etc., create videos of their teaching, or use web resources such as TED-Ed and Khan Academy; the videos are available for students to access at home, as many times as they like, enabling them to come to class better prepared. Capitalizing on the students’ preparation, teachers can devote more of classroom time for integrating and applying their knowledge through a variety of student-centered, active learning strategies. Teachers also can use class time to check on students’ understanding and help them in completing their assignments. Teachers can provide individualized support as students work through the activities designed to help them master the material.
Abstract
A flipped class is one that inverts the typical cycle of content acquisition and application so that the students gain necessary knowledge before the class and teachers guide students to actively and interactively clarify and apply that knowledge during class.
Flipped Learning is different from online, blended, and distance learning. Online education, for example, occurs only remotely, and the teacher and student are never face-to-face (Oblinger & Oblinger, 2005). Virtual class meetings, assignments, and lectures happen online through a course management website usually, but not always, asynchronously. Sometimes the lectures and other activities are augmented by group chats or other means of facilitating collaboration and peer instruction. The researcher wanted to find out the effectiveness of the flipped classroom strategy for enhancing achievement in two topics in Science to grade VIII students by using videos on selected topics in Science.
The review of related literature reveals that Lage, Platt, and Treglia (2000) advocated instructors should engage students in using "a portfolio of teaching styles so as to appeal to a variety of student learning types". King (1995) emphasized that when students are engaged in actively processing information by reconstructing that information in new and personally meaningful ways, they are far more likely to remember it and apply it in new situations. Baker (2000) focused on the evolving role of the teacher as guide by the side using web course management tools. Jeremy Strayer's (2007) dissertation highlighted the importance of attending to the ways the coordination of out-of-class and in-class activities can positively and negatively influence how students engage course tasks. UmetsuJuli (2011) found that though the perceived ability to upload increased, there was an intimidation factor in actually committing to the new technology. Houston Michele (2012) found that Flipping the classroom requires a lot of commitment and work up front from an instructor and the students must be willing to take responsibility for their learning. Shimamoto Dean (2012) found that the flipped module was effective in delivering an overview of the required material for the course. Frydenberg Mark (2012) found that a smaller class size and a classroom with tables rather than rows of fixed seating is more conducive for implementing a flipped classroom. Saban Yasmin (2013) found that the instructional module was effective in persuading teachers to adopt Flipped method of instruction. Moroney Sean (2013) found that the students favoured traditional method as they were studying using the traditional method since many years and were reluctant to change.
The researcher wanted to see if the achievement of secondary school students in Science could be enhanced by flipped classroom method.
Objective of the Study
To study the effectiveness of flipped classroom strategy in enhancing achievement in Science among secondary school students
Methodology
The quantitative study is a quasi-experimental, two groups pretest posttest design.
Instruments
In the present study, researcher used the following tools:
• Pre/post (achievement) test in Science;
• An instructional module consisting of videos and work sheets on topics Metals and Non-Metals, Carbon and Carbon compounds in Science for grade VIII students;
• Semi- structured interview schedule for studying the perceived utility of flipped classroom strategy;
• Video recordings, field notes, worksheets, etc. for studying the classroom processes.
Participants
The sample in the present study was selected by purposive and convenient sampling technique. The participants comprised of 300 students of class VIII of IES New English School, Government Colony, Bandra (East), Mumbai. The school is affiliated to SSC Board. The experimental and control groups had 150 students each. The parents of the participants were mostly (80%) undergraduates; more than 60 % students attend coaching classes; more than 60 % of the participants has access to and are capable of operating computer, about 50 % of the sample have internet and audio facility at home. (In order that the absence of these facilities is not a hindrance to the flipped classroom, the videos were made available for viewing in school during weekends in the school computer laboratory in the presence of the teachers). The students did not ask questions while watching the video in the computer laboratory rather they paused / replayed the videos when in doubt.
Implementation of Flipped Classroom Strategy
In October, the intervention began. The students and the parents were oriented to the strategy and their cooperation was sought. Initially, videos were uploaded on the school website. Information about the link of the school website and the videos to be watched was provided to the students. In all, four videos were uploaded on the website related to the topic Metals and Non-metals. Videos were selected on the basis of the content, difficulty level, animation and duration. The students were allotted three days to watch these videos. In the next session, a quiz was conducted to verify if students have watched the video. Students who could not watch the videos due to unavailability of internet connection/ computer were asked to use the computer laboratory of the school in their free lectures during school hours. They were also instructed that they could view these videos and use the school computer laboratory on Saturday (when the students have holiday but the school is working and computer teachers are available to help them). The details of the videos are as follows:
Title of the video Duration(in minutes) Introduction: Metals and Non-metals 10
Physical properties of Metals and Non-metals 2
Chemical properties of Metals 5
Chemical properties of Non-Metals 4
There were students who could not watch the videos due to reasons such as family functions, not feeling well, other subjects’ homework, private tuition homework, forgot to see the video. These students were given more two days to watch the videos.
The students were provided with the study material of the topic assigned to them in
advance. Each group was asked to choose a group leader. The students were given two days’ time to prepare presentations of their respective topics.
On the eighth day, the students were divided into 6 groups, 10 students in each group.
The chapter "Metals and Non-metals" was divided into six parts and allotted as follows:
• Group 1: What are metals? Give examples.
• Group 2: What are Non-Metals? Give examples.
• Group 3: Explain physical properties of metals.
• Group 4: Explain chemical properties of metals.
• Group 5: Distinguish between metals and non-metals.
• Group 6: What are the uses of metals?
• Day 1: The worksheets based on the videos are solved in the classroom to check if the students have watched the videos. It was ensured that the students were ready with their presentations.
• Day 2: The students made their presentations on the given topics in the class.
The question and answer session was conducted in the class facilitated by the teacher.
• Day 3: All the assignment questions in the text were discussed in the class.
Students wrote the questions and answers in the class itself. When required, the teacher guided the students to arrive at the right answers.
The students were free to view the videos as often as they wanted.
Excitement was visible in the classroom right from the first day. Some students were going to present in the class for the first time. Hence, some of them were nervous. The students were discussing the possible sources of more information like the library, internet. Some students asked the teacher if they could conduct some practical during their presentation. A few students acknowledged this way of studying was new for them. The students were informed that next class, they have to present their topic.
In the next session, the students presented their topic. Each group had further divided the topic assigned to them and three/four students presented on the given topic. The class was encouraged by the teacher to ask their doubts/questions to the group which had presented. Whenever the group was unable to answer the query, the teacher cleared the doubts. Each group was allotted ten minutes. Hence, it took two sessions of thirty minutes each to complete all the presentations.
Some of the groups did power point presentations using the smart boards in their classroom. One of the groups had brought a number of items and classified them, as metals and non-metals, using magnets. Another group, the properties of Metals were showcased in the class using bells (property showcased: sonorous), wires (property showcased: ductility and conductivity), thin sheet of metal (property showcased:
malleability). A group divided itself into two sub-groups as group A (metals) and group B (non-metals). Group A (metals) described properties of metals while group B (non-metals) described properties of non-metals. This group concluded by differentiating between metals and non-metals. Most of the groups explained their topic orally. One of the groups brought items like nail, copper vessel, hammer, aluminium foil, duster, pencil, chalk, paper. By showing this item to the class, identified these items as metal or non-metal. In the next two sessions, the students
solved the textbook exercises in the classroom itself, in cooperative learning groups, under the guidance of the teacher.
In October, after a gap of one month of introducing the first topic, the following three videos were uploaded on the website related to the topic Carbon and Carbon Compounds.
Title of the video Duration(in minutes) Introduction: Carbon and Carbon compounds 4
What is Carbon dioxide? 2
Properties of carbon and carbon compounds 2
The chapter "Carbon and Carbon Compounds" was divided into six parts and allotted as follows:
• Group 1: Introduction to Carbon and Carbon Compounds.
• Group 2: Physical properties of Carbon and Carbon Compounds.
• Group 3: Chemical properties of Carbon and Carbon Compounds.
• Group 4: Properties and preparation of Carbon dioxide.
• Group 5: Uses of Carbon and Carbon Compounds.
• Group 6: Working of Fire extinguisher.
The students were provided the study material of the topic assigned to them in advance. Each group was asked to choose a group leader. The students were given two days’ time to prepare presentations of their respective topics. Here again, arrangements were made for those students who could not watch the videos at home to show those videos. The students were free to watch them as many times as they needed.
The rest of the procedure was followed as in the case of Metals and Non Metals.
On the basis of observations made using video recordings, field notes, diaries, etc., research questions for the study were answered as follows:
Results (Quantitative):
Figure 1: Graph showing the pretest Scores of the Experimental and Control Group
Figure 2: Graph showing the posttest Scores of the experimental and Control Group
From the above graphs we could observe that there does not seem to be much difference in the pretest scores of the experimental and control group, but there is a definite difference in the posttest scores wherein the scores of the experimental group are markedly higher than the scores of the control group.
Testing of Hypothesis HO1
HO1: There is no significant difference in the pretest scores of experimental and control groups on an achievement test on topics in Science: Metals and Non-metals, Carbon and Carbon compounds.
0 10 20 30 40 50 60 70
1 -- 10 11 -- 20 21 -- 30 31 -- 40 41 -- 50 51 -- 60 61 -- 70 71 -- 80 81 -- 90 91 -- 100
Number of students
Marks
Pre Test
Pre test Experimental group Pre test Control group
0 10 20 30 40 50 60 70
1 -- 10 11 -- 20 21 -- 30 31 -- 40 41 -- 50 51 -- 60 61 -- 70 71 -- 80 81 -- 90 91 -- 100
FREQUENCY
CLASS INTERVAL
Post Test
Post test Experimental group Post test Control group
Table 1: Significance of the Difference between the Means of Pretest Scores of the Experimental and Control Groups
Variable Group N df Mean SD Table Value
t test los 0.05 0.01
Achievement in Science
Control group 160 318
26.08 7.04
1.96 2.59 1.67 NS Experimental
group 160 27.56 8.67
Where N= number of students, los= level of significance, NS= Not Significant
From the above table, it could be seen that the obtained value of t is 1.67which is less than table value of 1.96 at 0.05 level. The obtained value of t is also less than table value of 1.96 at 0.01 level. Hence, the null hypothesis is accepted at 0.01 and 0.05 level of significance.
Interpretation: The two groups are deemed to be equivalent at least with reference to the variable being observed: the dependent variable.
Testing of Hypothesis HO2
HO2. There is no significant difference in the posttest scores of experimental and control groups on an achievement test on topics in Science: Metals and Non-metals, Carbon and Carbon compounds.
Table 2: Significance of the Difference between the Means of Posttest Scores of the Experimental and Control Groups
Where N= number of students, los= level of significance, NS= Not Significant
From the above table, it could be seen that the obtained value of t is 3.1 which is greater than table value of 2.56 at 0.01 level of significance. Hence, the null hypothesis is rejected at 0.01 level of significance.
Since ‘t’ is significant then the degree of association between “achievement in science” and the “flipped classroom strategy” variables is calculated by the formula ώ
2
est = t2-1 / [(t) 2+N1+N2-1]. The researcher found out the percentage of variance of achievement in science for the present study as, 100ώ 2est= 100×0.026 = 2.6 %)
Interpretation: There is a significant difference at 0.01 level of significance in the Achievement in Science of class VIII students of control and experimental groups.
The mean of experimental group is 50.96, which is higher than the control group’s mean of posttest scores (46.96).
Variable Group N df Mean SD
Table Value t test los
100ώ
2
0.05 0.01 est
Achievement in Science
Control
group 160
318
46.96 12.99
1.96 2.56 3.1 S 2.6%
Experimental
group 160 50.96 9.93
Finding: There is definite, positive influence of flipped classroom strategy on the achievement in Science of class VIII students. Contribution of the flipped classroom strategy to achievement in Science is 2.6%.
Conclusion: From the teacher's perspective, flipped classroom is important as it enables increased classroom time to present content, discuss complex topics and work with students- either individually or in small groups. It also enables the teacher to use recorded lectures in multiple course sections- year over year, with easy tools to update content. For students, it develops self learning skills, makes them tech-savvy and also enhances achievement in Science. Similar efforts can be extended to the learning of other subjects also.
The society expects teachers to do much more than teaching the academics. The classroom time thus saved can also be used to develop in students the 21st century skills such as critical thinking, problem solving skills, ICT skills, communication skills and so on.Flipped classroom can also provide an alternative to coaching classes.
The students can enjoy their after school time in playing games and pursuing aesthetic hobbies.
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