SonamDorji_FCA-Final_2020.pptxffggggggggggghh

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1. Flipped Classroom Approach in Teaching Biology: Assessing Students' Academic Achievement and Perception towards Biology. Supervisor: Dr. Kinzang Dorji Co-supervisor: Dr. Kinley Presenter: Sonam Dorji Std. Id:08190010 1

2. Presentation outline Background of study Research questions Methodology Result & Discussion Problem statement Conclusion & Recommendation 1 2 3 5 6 7 References 8 Research aim & significance 4 2

3. Background of study/literature Educational paradigm shift in Bhutanese education system. MoE -initiated 21 st Transformative Pedagogy Programme (Wangdi, 2016). Flipped Classroom Approach (FCA) is one proven effective teaching pedagogy (Garza , 2014 ). For instance, Open university 1920s used technologies to deliver education. Bergmann and Sams in 2007 started the concept of using FCA in USA; in 2011 teachers in Michigan's Clintondale High School flipped every classroom (Rosenberg, 2013 ). CG-No changes EG- outperformed 3

4. Background of study/literature Professors at the University of Graz, Austria-found that students who watched the videos more than their peers performed better than those who did not watch (Luttenberger et al., 2018 ). Podcasts (65.9%) PCs (15.4%) Tablet computers (5.4 %) Smartphones (3.1%) O ther devices (2.4%) No answers (7.8%) 4

5. Background of study/literature ( Jurmey et al., 2019; Bergmann & Sams, 2014; Bergmann & Sams, 2012 ) FCA gives priority to students and the teacher becomes the “guide on the side” and not the “sage on the stage ” (Baker, 2000). Students learn at their own ability and pace. Transforms from passive receiver of knowledge to active promoter of knowledge (Bergmann & Sams, 2014; Milman, 2012; Overmyer, 2012 ). Traditional Classroom Model Flipped Classroom Approach In Class In Class Content Delivery- Lecture HW, problems, Worksheets Out of Class Out of Class HW, problems, Worksheets Content Delivery –Videos/ ppt /notes 5

6. Statement of problem Declining quality of education in Bhutan. MoE - 21 st century transformative pedagogy (Wangdi , 2016) . Traditional teaching method widely exists in the Bhutanese classroom. BCSEA progress report (2014-2018) (52.22%) and APA of Bumthang Dzongkhag-2018 ( 56.6%<60%). 6

7. Research Question Main question Does FCA help in enhancing the students’ learning outcome in Biology? Sub questions Is there a significant difference between the academic performances of EG and CG in terms of test scores of pre-test and post-test ? What are students’ perceptions of using the flipped classroom approach in learning Biology? Is there a gender-wise difference in the academic performance of grade 10 students after the intervention of a flipped-classroom approach in Biology? 7

8. Research aim & purpose To study the effectiveness of Flipped classroom approach. To find out the s tatistical significant achievement differences between experimental group (EG) and control group (CG). To understand the perceptions of students towards FCA in learning Biology. To find out gender-wise difference in the academic performance of grade 10 students after the intervention of a FCA in Biology. 8

9. Significance and Scope 1. Stakeholders Enhance learner’s achievement Delivery option Increase self efficacy Effectiveness FCA in Bhutanese Education. 2 . Future researcher 9

10. Methodology Quasi-experiment 26 26 27 4 Total sample:52 Research Paradigm - Pragmatism , Research design - Explanatory sequential Initial quantitative phase is followed by the qualitative (Creswell, 2014). 10

11. Result and Discussion Normality of Test Scores of CG and EG ( Ghasemi & Zahediasl , 2012 ) Histogram Showing the Distribution of Post-test Scores of CG and EG. 11

12. Result and Discussion 1. Is there a significant difference between the academic performances of EG and CG in terms of test scores of pre-test and post-test? 12

13. Result and Discussion Findings Based on Qualitative: Semi-structured I nterview for Focused G roup Enhanced students’ academic performance using FCA Students have high degree of perception level towards FCA Students ’ Concept of FCA Advantages of flipping the lesson Challenges faced by students while flipping the class 13

14. Result and Discussion 1. Is there a significant difference between the academic performances of EG and CG in terms of test scores of pre-test and post-test ? Leo and Puzio ( 2016), Brunsell and Horejsi (2013) that claimed 70% of their students increased their standardized test scores , and 80% of the students developed better attitudes when they were taught via the FCA . Brunsell and Horejsi ( 2013), Zappe et al.(2009) explain why students outperform in FCA is due to its flexibility . 14

15. Result and Discussion 1. Is there a significant difference between the academic performances of EG and CG in terms of test scores of pre-test and post-test ? Akcaryir and Akcaryir (2018), Leo and Puzio (2016) & Tucker (2012) state motivating factors contribute to own pace of learning and enhance academic performance . Qualitative data - interactive , engaging , interesting , and motivating . Enhanced academic performance. We like to watch videos, and we feel that we are engaged thoroughly in the FCA. We enjoy working within the team and we feel secured, and successful in learning in FCA. Moreover, I am confident enough that video lessons will help us to recall during our examination (S1). 15

16. Result and Discussion 2. What are students’ perceptions of using the FCA in learning Biology? Zainuddin and Attaran (2016) in Malaysian classrooms, Nouri (2016) at Stockholm University in Sweden and Jurmey et al. (2019) in Shari Higher Secondary school in Bhutan, whose findings reported that students preferred FCA over the traditional lecture method . Findings based on Qualitative data- Self pace learning Pause and rewind 16

17. Result and Discussion 2. What are students’ perceptions of using the FCA in learning Biology? Significant positive inter-correlations among the variables are also revealed in the literature ( Sletten , 2017; He et al., 2016); Sahin et al., 2015). R 2 =0.909 Interest Scores R 2 =0.927 Scores Motivation R 2 =0.872 Scores Confidence 17

18. Result and Discussion 3. Is there a gender-wise difference in the academic performance of grade 10 students after the intervention of a FCA in Biology? There is no difference in the performance of male and female students (Newman et al., 2016; Overmyer, 2014). Aljaraideh (2019) in four universities of the Northern Province in Jordan. 18

19. Conclusion & Recommendation Conclusion Significant improvement in academic achievement and a positive attitude towards Biology learning using FCA. There is no significant gender difference in terms of their academic performance in FCA. FCA is an interactive teaching pedagogy that leverage the academic performance of the learners. Limitation of the Study One school with a 52 (two classes) sample size. Could not employ teacher interviews, observations, and documentation . Poor internet connectivity 19

20. Conclusion & Recommendation Recommendation for Concern Stakeholders Biology teachers and other subject teachers. P olicymakers such as principals, Dzongkhag Education Officers, and Teacher professional Support Division to conduct professional development programs for in-service teachers on FCA to provide adequate resources in the school . Recommendation for Future Study Can be carried out covering the larger area with an increased sample size. In order to get a deeper understanding of the effects of FCA on students’ achievement, and students’ perception-interviews with teachers, observation, and documentation analysis . Can be replicated using smartphones . 20

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