Flipped Classroom Essay

ABSTRACT

This study was to investigate the effectiveness of Flipped Classroom in teaching History for year 9 students as well as to identify the students’ perceptions on this approach towards their learning. The chosen topic for this research was on James Brooke’s activities in Sarawak in 1840s. In this approach, students watched the video lesson outside the classroom and in class, group discussion and presentation were conducted based on the video content that they had watched before the actual lesson. Pre – test and post – test were instruments used to measure its effectiveness and five students were interviewed to identify their perceptions on Flipped Classroom. This research proved that this instructional method was effective in teaching History as there were improvements in students’ post – test marks. They had passed the post - test unlike in the pre – test where only two students managed to score more than 50%. This study also revealed that Flipped Classroom was beneficial for students for example it helped them to improve their communication and writing skills. However, some students did not find it effective for their learning for instance some students did not have any facilities such as computer and smart phones to watch the video at home. This affected their performance

For example, Green (2011) flipped his ninth grade classroom as a solution to solve a large number of failures. Before this approach was implemented, 50 % of the ninth grade students failed in English and 44% in Mathematics. Nonetheless, after flipping the class, there was a big improvement on the students’ results. For example, there were only 19% of his students failed English and 13% for Mathematics. Thus, flipped classroom is beneficial to reduce the number of failures and improve students’