The Effectiveness of Flipped Classroom Method on Achievement and Readiness in Sets Topic for Form 4 Students
Keberkesanan Kaedah Kelas Berbalik Ke Atas Pencapaian dan Kesediaan Murid Dalam Topik Set Bagi Murid Tingkatan 4
DOI:
https://doi.org/10.37134/jsml.vol9.2.7.2021Keywords:
Flipped Classroom, Understanding, Emotion, Perception, BehaviourAbstract
This study was conducted to examine the effectiveness of Flipped Classroom on the achievement and readiness of students in topic Sets. The survey used a simple random sampling technique to select 30 form four students in a Malaysian secondary school. The study used two instruments namely questionnaires and a set of tests in topic of Sets. The questionnaire consists of two parts. Section A details the background of respondents such as gender, race, position in school and school location while section B presents 40 student readiness items in the use of Flipped Classroom in topic of Sets. Student readiness items are categorized into sub-constructs of understanding, emotion, perception and behavior. Data was analysed using descriptive and inferential methods (t-test and ANOVA). The findings showed that students' readiness levels were at a high level for all four sub-constructs. In addition, the findings found there were no significant differences in four emotional sub-builders, perceptions and behaviors between the sexes. Moreover, the findings showed no significant difference between mean scores for male and female students in students' achievement levels at the use of Flipped Classroom. In general, it can be concluded that the Flipped Classroom has a positive impact on student readiness and achievement in set topics.
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