Flipped Classroom Learning: A Case Study in Meragang Sixth Form College

Abstract

This study examines students’ perspectives on student engagement and learning outcomes when the flipped learning approach is applied; data were collected from forty-nine students and presented in tables. Questionnaires and interviews were collected in addition to school-based assessment results. Students were generally positive about this pedagogy and were more engaged in accepting more responsibility for their learning – they asked questions, shared ideas, listened actively, thought deeply, and worked together with their peers. However, some students should show more responsiveness, interest, and initiative in their learning activities. Although the students’ second assessment results improved after using the flipped learning method, the changes in their affective and cognitive development due to their learning experience should also be noticed. The quantitative and qualitative results provide insights for future research. One recommendation is to introduce the flipped learning approach early in the school year. Improved communication, such as providing clear, detailed instructions, and creating appropriate student and teacher expectations of the approach and scaffolding, will benefit both students and the teacher.