EFFECTS OF FLIPPED CLASSROOM MODEL ON ACADEMIC ACHIEVEMENT OF STUDENTS AT ELEMENTARY LEVEL

Abstract

An innovative teaching model known as flipped model has been introduced in education sector which shifts inside class activities to outside class and vice versa. This is a form of blended learning which advocates student-centered learning by using educational technology. Traditional teaching makes teacher’s authority in classroom by discouraging critical thinking in students. It expects harder part to be done by students outside class and teachers usually not feel their responsibility to solve students’ problems in next day class session. Basic purpose behind this study is to highlight the most effective method which may opt for raising student’s achievement level. This experimental study was conducted to explore the academic achievement of students in flipped and traditional classroom at elementary level. Quasi-experimental research design was used for the study and instrument was pre-test and post-test. Experiment duration was 4 months. Sample consists of 7^th grade of Government Girls Secondary School Magistrate Colony Rawalpindi, Pakistan. Analysis was carried out by using t-test. Findings revealed that treatment group had higher achievement scores than control group. Impact of flipped model (treatment) was very strong due to lecture videos at home and active session in classroom.  Treatment group have greater understanding of General Science concepts. Study recommended that this model should be implemented at all levels in Pakistan. Lacking of educational technology is not a big concern for its implementation. Teacher training is also required for handling of this innovative model in classroom.

Keywords: Flipped Classroom, Academic Achievement, Traditional Classroom, Student-Centered Classroom, Educational Technology