Flipped classroom teaching (FCT) is a new pedagogical technique that involves predetermined digital resources with students through a platform outside the classroom. The purpose of this experimental study is to examine effect of flipped classroom model on students’ academic achievement in lexical aspects of English language. The true experimental pre/post-test equivalent group research design was used where two groups were formulated who were taught by volunteer teachers. The total participants comprised of 850 students from 12th grade, out of which 40 each students were selected for both FCG and NFCG for experiment at GHSS No. 1 Haripur by excluding flyer cases in pre-test. The 72-item MCQs were prepared through textbook of English having items with four possible distractors. Afterwards, validity was checked by panel of experts and Guttman Split-Half Coefficient determined by pilot testing (r = 0.837) reliability of instrument. The data collected from actual sample in both pre and post tests using the same tool. T-test along with Cohen’s d for effect size was used for comparing the performances of students. The findings showed tremendous achievement of FCG after treatment. The higher order learning that involves application, evaluating and synthesis has also increased of FCG. It was concluded that active participation and student-centered learning ensured through the use of videos that maintain students’ attention and enable them to concentrate on the content. Therefore, it is recommended that English teachers may use FCT in their respective schools and use resources for enhancing students’ performance.
Key words: Flipped classroom model, academic performance, pre-test, post-test, English language.
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