Investigating the Effectiveness and Perceived Benefits of the Flipped Classroom Technique: An Action Research Approach
DOI:
https://doi.org/10.54536/15j8ap22Keywords:
Academic Achievement, Contemporary Indian Education, Effectiveness, Flipped Classroom Technique, Perception, Pre-test and Post-testAbstract
The flipped classroom is now widely acknowledged as a modern teaching model that prioritises student-centred learning, self-directed participation, and improved engagement. This study examined the effectiveness flipped classroom approach in improving academic performance and capturing student perceptions of its pedagogical value among third-semester Integrated B.Sc. B.Ed. Students. Insert of this study, the flipped classroom model was adopted as the principal mode of instruction. Academic achievement was measured in the course Learner and Learning (LL), taken in the 3rd semester of Integrated B.Sc. B.Ed. programme at the Department of Education, Tezpur University, Assam. Data were collected through pre-test and post-test assessments of student performance. The findings demonstrated a statistically significant improvement in achievement, with post-test mean scores markedly exceeding pre-test scores, thereby evidencing the efficacy of the flipped classroom strategy in fostering higher academic attainment. In addition to quantitative gains, qualitative feedback revealed that the majority of participants perceived the flipped classroom approach positively. Students reported that the model enhanced their engagement, improved comprehension, and contributed meaningfully to their overall learning experience. These findings affirm the pedagogical potential of the flipped classroom technique in Teacher Education programmes and underscore its relevance as a learner-centred instructional framework in higher education contexts.
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