. Netravathi Basavaraj Angadi; . Avinash Kavi; . Kimi Shetty; . Nayana Kamalnayan Hashilkar
Volume 9, Issue 10 , October 2019, , Pages 1-6
Abstract
BACKGROUND: Attempts to put the available teaching–learning time to better use and address theneeds of students by increasing active involvement led to the evolution of the flipped ...
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BACKGROUND: Attempts to put the available teaching–learning time to better use and address theneeds of students by increasing active involvement led to the evolution of the flipped classroom (FC).It involves providing study resources for students to use outside the class so that class time is freedup for instructional activities. This study was done to assess the effectiveness of flipped classroomactivity as a teaching–learning method.MATERIALS AND METHODS: In this interventional study, 98 students were divided into two batchesof flipped class and conventional small group teaching (SGT). An online Google group was created forthe batch of FC. Brief introduction and prerecorded videos related to the assigned topic were postedin the Google group. Discussion was carried out in the form of solving cases and problem‑solvingexercises. Pretest and posttest were conducted at each session, and an end of module test wasconducted for both the groups.RESULTS: There was a significant difference between the pre‑ and posttest scores and also themean scores of summative test between two groups (P < 0.001). The perception of the studentsregarding FC was also evaluated. Eighty‑two percent strongly agreed that FC was more engagingand interesting in comparison to traditional class. Seventy‑six percent strongly agreed that moresuch classes should be conducted in the future.CONCLUSION: Flipped classroom improved the student performance and learning experienceeffectively as compared to conventional SGT, and students’ response was also largely positive.
