Effectiveness of flipped classroom in learning science at a National Type Chinese School in Klang Valley / Shirley Po

Shirley , Po (2020) Effectiveness of flipped classroom in learning science at a National Type Chinese School in Klang Valley / Shirley Po. Masters thesis, Universiti Malaya.

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Abstract

This study has identified the implementation of a flipped approach to learn science in the classroom. The goal of this project is to determine if there is an improvement in terms of learning and progressions through the implementation of a flipped classroom on the topic of Science. In this investigation, the researcher wants to find out the way flipped classroom results in six constructs of Bloom’s Taxonomy Cognitive Domain as compared to the traditional classroom in learning Science in Klang Valley. This research is intended to contribute a new academic resource for educators and researchers to overcome the limitation of the traditional education system. The flipped classroom is a philosophy of learning that reverses the traditional concept of school lecturing. Through the engagement of a 1more challenging and higher-order thinking contexts in-class activities, it applies both autonomy and collaborative learning which support individual needs and stimulates maximum individual potential. This study compared the process of learning the flipped classroom and the traditional learning process in a National Type Chinese School located in Klang Valley, Malaysia. The research was carried out for 3 months in the school to ensure data validity. All student participants were selected as a sample of the research from the 4 selected classes in a school in Klang Valley, Malaysia. One group was selected as a treatment group where all students were taught using the flipped classroom approach. Another group, the control group remained with the traditional learning approach. This research was conducted using a quantitative methodology where research data had been investigated for both descriptive and inferential statistical using SPSS tools. This has been done to decide whether the outcome of the flipped classroom method is significantly different than the traditional classroom method. The flipped classroom is successful in growing the academic achievements of the students in all six constructs of Bloom’s Taxonomy Cognitive Domain for Science.

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