Inverted classroom improves pre-university students understanding on basic topic of physics: the preliminary study

Elnetthra Folly Eldy and Jackson Chang Hian Wui and Siti Nazirah Butai and Nur Fadzilah Basri and Huzaikha Awang and Wardatul Akmam Din and Sazmal Effendi Arshad (2019) Inverted classroom improves pre-university students understanding on basic topic of physics: the preliminary study. Journal of Technology and Science Education, 9 (3). pp. 1-8. ISSN 2014-5349

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Abstract

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroom.

Item Type:	Article
Keyword:	Inverted classroom, Blended learning, Pre-university, Physics, Classroom
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) P Language and Literature > PE English language > PE1-3729 English > PE1001-1693 Modern English
Department:	CENTRE > Preparation Centre for Science and Technology
Depositing User:	ABDULLAH BIN SABUDIN -
Date Deposited:	30 Dec 2024 09:19
Last Modified:	30 Dec 2024 09:19
URI:	https://eprints.ums.edu.my/id/eprint/42405

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