Flipped Learning Effect

Introduction

The proposal research aims to answer the research question: How does flipped learning affect Secondary 3 students’ performance and experiences in the learning of Physics?

The following studies discussed the effects of flipped learning on students’ performance and experiences. One study was done in Singapore and the other two were done in an overseas context.

Basri, O. (2013). Turning the Tables on History Education in Singapore:
The Flipped Classroom Experience in NUS High School of Math and Science. HSSE Online 2(2) 62-69

In this study, the author discussed students’ experiences during the implementation of flipped classroom in a lower Secondary History class. It also highlighted the benefits and limitations of a flipped classroom. During the flipped learning, students are required to view the recorded lectures at home while working on a

and Wageman, J. (2014) Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students. J. Chem Edu.

This study detailed the success of flipped classroom in a high school in the upper Midwest. The authors adopted the mixed methods approach to investigate the effects of the flipped classroom on academic performance and perceptions of chemistry students.

A quasi-experimental design was used to check if there was a significant difference in the academic performance between the control group who received traditional teaching and the experimental group who received flipped learning for four months. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. Data from questionnaires and short interviews was collected to find out more about students’ perceptions. A majority of the students preferred the flipped classrooms because of the opportunities to apply the knowledge in class discussion. Students also liked the ability to learn at their own