Abstract

One instructional strategy that is getting popularity is known as the "flipped classroom paradigm of learning." In this pattern, lectures and other activities that would normally take place in the classroom, such as demonstrations, are carried out at the students' homes. On the other hand, activities that would normally be carried out outside of the classroom are carried out in the classroom. There is a scarcity of evidence on the efficacy of this instructional technique at present. The purpose of this survey was to add to the expanding body of evidence regarding the flipped classroom model of education by investigating how preservice instructors perceive the model as well as how it affects the academic performance of students. When comparing the flipped model to the traditional approach, we found that the conventional method produced significantly better results in terms of academic achievement. In addition to this, we came up with several possible elements that have an influence.

Key Words

Flipped Classroom, Students, Teachers, University.

Introduction

In recent years, new educational ideas have come into existence as a direct result of the widespread adoption of technology in the classroom. One instructional approach that is gaining recognition is known as the "flipped classroom" concept. In this simulation, events that would typically take place in the classroom, such as lectures and demonstrations, are moved out of the classroom and into other locations, while tasks that would normally be due outside of the classroom are carried out in the classroom itself. The objective is to do more economical application of the period that the instructor spends in the classroom by providing them with the necessary support and scaffolding to assist students in applying what they have just learned. This circumstance also goes by the label "inverted classroom," which is another name for it. From our viewpoint, this prototype comprises numerous important modules that are not only substantiated by exploration but are also perfect from a speculative standpoint. These characteristics include (a) embracing a variety of theoretical viewpoints, such as learning theory, socio-constructivism, and activity theory (Jonassen and Murphy, 1999; Vygotsky, 1978); and (b) offering opportunities for differentiating instruction. Jonassen and Murphy (1999) and Vygotsky (1978) both found that activity theory, learning theory, and socio-constructivism were effective in helping students learn (Tomlinson and McTighe, 2006; Brok et al., 2010) The number of interactions between teachers and students is increased, and (d) mobile learning, in particular, is made available to teachers and students, allowing them to profit from contemporary instructional technology approaches. Before analyzing its consequences, you must understand how a flipped classroom works. The flipped classroom restructures classroom and outside-class time to shift learning obligations to students. Project-based, hands-on learning is a lecture style alternative. Students have a goal (Alexander et al., 2019). Before class, students watched the video lecture and read. Students use newly learned skills throughout the lesson. This reinforces and applies learning. How engaging and student-centered a class activity is should decide its importance. 

Students and teachers prefer flipped classrooms. Flipped classrooms are becoming common in American schools because of interactive movies, in-class activities, and digital conferencing technologies (Johnston, 2016). Some say flipped classrooms are the best way to integrate technology into learning, but some oppose (Cabi, 2018). The flipped classroom has been analyzed in information systems (Davies et al., 2013), sociology, engineering, the humanities (Kim et al., 2014), English composition, and math (Zengin, 2017).

Researchers and teachers have worked hard to find new ways to engage pupils. Flipped classrooms will grow in higher education, say experts (Yildrim and Kiray 2017). integrated education reverses the face-to-face teaching concept. This paradigm uses current technologies to change teaching and learning. Outside, it teaches pupils theoretical stuff; in class, they apply it (Strayer, 2012; Bergmann and Sams, 2012). In a flipped lecture hall, students do homework at home and simulate assignments.

Taking into account the inadequate empirical investigation on the flipped classroom style of tutoring, we investigated that investigated teachers’ evaluations of the style and the influence of the pattern on learner accomplishment.

Methodology

When the flipped classroom learning approach was commissioned, there was consideration given to conducting a study on the overall academic performance of the scholars. For the most part throughout this exploratory investigation, the researcher depended on the utilization of a questionnaire to collect information. It was essential for instructors to take part in the study because there is no information available on the relationship between academic accomplishment and their engagement in flipped classrooms. The study was quantitative, and the academic performance of students who were enrolled at Rawalpindi Women university and National university of modern languages Islamabad and was evaluated with the help of a bi-annexed survey (demographics and measurement items, using a five-point Likert scale ranging from "1, strongly disagree," to "5, strongly agree"). The information was meant for dissemination to professors working at National University of Modern Languages and Rawalpindi Women universities. More specifically, those lecturers were teaching courses in management, education, or computer science. After calculating the appropriate sample size with the help of Gay's approach, the researcher intended to take a sample of members of the population that was the focus of the study. According to Gay et al. (2009), if the total population being studied is 5,000, then the entire population being studied is immaterial, and a sample of up to 400 respondents is almost regarded as sufficient. If the population being studied is larger than 5,000, then the entire population being studied is relevant. This was discovered during their investigation into the matter. Another element that might influence the size of the sample is the degree of homogeneity or heterogeneity that exists within the population that is being sampled.




 

Table 1. Sample size advocated by Gay

Size of Population	Sampling Percent
<100	Entire Population
~500	250% (250)
~1500	20% (300)
>5000	400




The population was previously known, so the survey was conducted using a method called random sampling, which is suitable for leading survey investigations in cases when the population is already known. In harmony with the regulations that were set by the Gay methodology, a aggregate of 56 respondents were absorbed into the survey, and the whole populace of those respondents was selected.




 

Table 2. Population Distribution (Teachers)

Population	Education Department	Management Sciences	Computer Science	Total
Rawalpindi Women University	9.00	5.00	4.00	18.00
National University of Modem Languages Islamabad	8.00	15.00	15.00	38.00
Total Students	17.00	20.00	19.00	56.00

 




The researcher circulated survey forms to collect data from respondents. The investigator's own creation of a questionnaire allowed the investigator to acquire additionally detailed evidence about the flipped classroom methodology and the student's scholarly

Achievement. Analytical techniques like SPSS were utilized to appraise the data collected from the examination replies. Using SPSS evaluation, the investigator can compile and assess the requisite data.

An example of the survey is presented below.




 

Questionare
ANNEX (A) Research Questionnaire for Teachers Dear respondent, This survey aims to investigate the “Flipped Classroom Approach to Enhance Student’s Academic Performance at the university level: Teacher’s perspective”. The data that you will give will be utilized distinctly for educational purposes and will be kept confidential So, you are kindly requested to provide the correct data. If you are unsure about a question, Please make your best effort to choose the most reasonable answer.
Demographic Information
1.     Please indicate your gender a.     Male b.     Female	2.     Department a.     Computer Science b.     Engineering c.     Social Sciences d.     Other, please specify....................
3.     Residence/locality a.     Urban b.     Rural	4. University name a. Rawalpindi Women University b. NUML Islamabad
Directions: For question, please choose the response that best describe your situation
5. Do you utilize a flipped classroom with any of your teachings? a.     Yes b.     No	6. What grade Level do you flip? a.     Bachelor b.     Master c.     MPhil d.     PhD e.     Other
7. What content areas do you flip? a.     English b.    Math c.     Social Sciences d.    IT e.    Other. Please specify..

 

ANNEX (B)
No.	Questions	Strongly Disagree	Disagree	Undecided	Agree	Strongly Agree
1.	The Flipped Classroom is more engaging than traditional classroom instruction
2.	Absent students benefit from this classroom approach
3.	This classroom approach is difficult for some students to access due to the additional technology required outside of university
4.	Teachers experienced technical issues that could also hinder others from making die necessary videos
5.	The amount of time it takes to make die corresponding videos for die flipped instruction is extensive because of that teachers may be frustrated or apprehensive to try die pedagogy
6.	Students do not need the teacher present for direct instruction but students need die teacher present for solving the problem
7.	In this classroom, video lectures make die class more transparent to parents
8.	Discussions with parents center more on learning than they do on classroom behavior when using this classroom
9.	This classroom allows teachers more time to personalize instruction for students
10.	Students prefer this classroom over die traditional classroom
11.	This classrooms approach allows teachers to have increased interaction with students
12.	Time created for in-class activities in this classroom allows for more active learning and increased higher-order thinking for students
13.	This instructional format kept students engaged and allowed them to reach a deeper level of thinking through small group activities
14.	The student who uses and has grown up in and around this technology will be different than a student who used to take encyclopedias off a library shelf
15.	Students discipline issues decrease in this classroom
16.	Flipping the classroom removes passive learning from die classroom
17.	Recorded lectures aid struggling students because they can re-watch portions of lessons they do not understand
18.	Students l earn better in this classroom
19.	In this classroom, students have a sense of responsibility for their learning and come prepared to class
20.	This classroom approach allows students to develop a better relationship with their peers through co-operation and collaboration
21.	Flipping die classroom creates time for direct instruction, active learning activities and content coverage

Results

When the flipped classroom learning approach was commissioned, there was consideration given to conducting a study on the overall academic performance of the scholars. For the most part throughout this exploratory investigation, the researcher depended on the utilization of a questionnaire to collect information. It was essential for instructors to take part in the study because there is no information available on the relationship between academic accomplishment and their engagement in flipped classrooms. The study was quantitative, and the academic performance of students who were enrolled at Rawalpindi Women university and National university of modern languages Islamabad and was evaluated with the help of a bi-annexed survey (demographics and measurement items, using a five-point Likert scale ranging from "1, strongly disagree," to "5, strongly agree"). The information was meant for dissemination to professors working at National University of Modern Languages and Rawalpindi Women universities. More specifically, those lecturers were teaching courses in management, education, or computer science. After calculating the appropriate sample size with the help of Gay's approach, the researcher intended to take a sample of members of the population that was the focus of the study. According to Gay et al. (2009), if the total population being studied is 5,000, then the entire population being studied is immaterial, and a sample of up to 400 respondents is almost regarded as sufficient. If the population being studied is larger than 5,000, then the entire population being studied is relevant. This was discovered during their investigation into the matter. Another element that might influence the size of the sample is the degree of homogeneity or heterogeneity that exists within the population that is being sampled.




 

Table 1. Sample size advocated by Gay

Size of Population	Sampling Percent
<100	Entire Population
~500	250% (250)
~1500	20% (300)
>5000	400




The population was previously known, so the survey was conducted using a method called random sampling, which is suitable for leading survey investigations in cases when the population is already known. In harmony with the regulations that were set by the Gay methodology, a aggregate of 56 respondents were absorbed into the survey, and the whole populace of those respondents was selected.




 

Table 2. Population Distribution (Teachers)

Population	Education Department	Management Sciences	Computer Science	Total
Rawalpindi Women University	9.00	5.00	4.00	18.00
National University of Modem Languages Islamabad	8.00	15.00	15.00	38.00
Total Students	17.00	20.00	19.00	56.00

 




The researcher circulated survey forms to collect data from respondents. The investigator's own creation of a questionnaire allowed the investigator to acquire additionally detailed evidence about the flipped classroom methodology and the student's scholarly

Achievement. Analytical techniques like SPSS were utilized to appraise the data collected from the examination replies. Using SPSS evaluation, the investigator can compile and assess the requisite data.

An example of the survey is presented below.




 

Questionare
ANNEX (A) Research Questionnaire for Teachers Dear respondent, This survey aims to investigate the “Flipped Classroom Approach to Enhance Student’s Academic Performance at the university level: Teacher’s perspective”. The data that you will give will be utilized distinctly for educational purposes and will be kept confidential So, you are kindly requested to provide the correct data. If you are unsure about a question, Please make your best effort to choose the most reasonable answer.
Demographic Information
1.     Please indicate your gender a.     Male b.     Female	2.     Department a.     Computer Science b.     Engineering c.     Social Sciences d.     Other, please specify....................
3.     Residence/locality a.     Urban b.     Rural	4. University name a. Rawalpindi Women University b. NUML Islamabad
Directions: For question, please choose the response that best describe your situation
5. Do you utilize a flipped classroom with any of your teachings? a.     Yes b.     No	6. What grade Level do you flip? a.     Bachelor b.     Master c.     MPhil d.     PhD e.     Other
7. What content areas do you flip? a.     English b.    Math c.     Social Sciences d.    IT e.    Other. Please specify..

 

ANNEX (B)
No.	Questions	Strongly Disagree	Disagree	Undecided	Agree	Strongly Agree
1.	The Flipped Classroom is more engaging than traditional classroom instruction
2.	Absent students benefit from this classroom approach
3.	This classroom approach is difficult for some students to access due to the additional technology required outside of university
4.	Teachers experienced technical issues that could also hinder others from making die necessary videos
5.	The amount of time it takes to make die corresponding videos for die flipped instruction is extensive because of that teachers may be frustrated or apprehensive to try die pedagogy
6.	Students do not need the teacher present for direct instruction but students need die teacher present for solving the problem
7.	In this classroom, video lectures make die class more transparent to parents
8.	Discussions with parents center more on learning than they do on classroom behavior when using this classroom
9.	This classroom allows teachers more time to personalize instruction for students
10.	Students prefer this classroom over die traditional classroom
11.	This classrooms approach allows teachers to have increased interaction with students
12.	Time created for in-class activities in this classroom allows for more active learning and increased higher-order thinking for students
13.	This instructional format kept students engaged and allowed them to reach a deeper level of thinking through small group activities
14.	The student who uses and has grown up in and around this technology will be different than a student who used to take encyclopedias off a library shelf
15.	Students discipline issues decrease in this classroom
16.	Flipping the classroom removes passive learning from die classroom
17.	Recorded lectures aid struggling students because they can re-watch portions of lessons they do not understand
18.	Students l earn better in this classroom
19.	In this classroom, students have a sense of responsibility for their learning and come prepared to class
20.	This classroom approach allows students to develop a better relationship with their peers through co-operation and collaboration
21.	Flipping die classroom creates time for direct instruction, active learning activities and content coverage

Conclusion

When the teachers finished their lectures utilising digital lessons at home and completed their work and assignments in class as we discussed them, their overall performance improved. This made everyone's time more effectively used. According to research comparing standard lecture formats with those utilised in flipped classes, students who participate in flipped education score better academically overall than those who do not. Professors preferred this method of learning over the more conventional one, which mostly consisted of lectures. The flipped classroom is an excellent teaching method at the graduate level that has a positive impact on academic teaching and learning procedures. The use of flipped classrooms is growing in popularity.

References

• Alexander, B., Ashford-Rowe, K., Barajas- Murph, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R. & Weber, N. (2019). Horizon Report 2019 Higher Education Edition. EDU19.
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
• Brok, P., Tartwijk, Jan., Wubbels, Theo., & Veldman, Ietje. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199–221
• Cabı, E. (2018). The Impact of the Flipped Classroom Model on Students’ Academic Achievement. The International Review of Research in Open and Distributed Learning, 19(3).
• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580
• Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications. Merrill/Pearson.
• Johnston, B. M. (2016). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485–498.
• Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61–79
• Kim, S.-H., Park, N.-H., & Joo, K.-H. (2014). Effects of Flipped Classroom based on Smart Learning on Self-directed and Collaborative Learning. International Journal of Control and Automation, 7(12), 69–80.
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193
• Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. ASCD.
• Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
• Yildirim, F. S., & Kiray, S. A. (2016). Flipped classroom model in education. Research Highlights in Education and Science, 2, 1-8.
• Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100.