Flipped Classroom Vs Traditional Classroom: A Comparison Of Learning Environments

Abstract

The aim of the study was to compare the learning environment of flipped classroom and traditional classroom with reverence to innovation. True experimental research design was selected for the experimental study to collect data. For this purpose all pre-service prospective teachers were selected as the population of the study. A total number of forty-eight participants from an affiliated college were randomly selected and divided into two equal groups based on their pre-test results. Furthermore each group comprised twenty four participants. Trained instructors were assigned to conduct the teaching session for six weeks and identical instructional materials were provided to both groups to ensure consistency. The flipped classroom strategy was exclusively implemented (control) group was taught using the traditional method, following the same course contents. Both groups were provided with equal teaching hours. After the completion of the intervention, post-test were administered to both groups, and the results were recorded. To assess the instructor support and innovation all participants were ask to complete (WIHIC) questionnaire the collected data from both groups were further analyzed and tabulated accordingly. Inferential statistics, including mean, SD and t-test were applied along with Cohen’s d effect size was calculated to provide a more accurate measure of the results. The findings revealed that male participants in the experimental group reported full support from the instructor, whereas male participants in the control group showed less engagement with instructor support. Similarly, female participants in the experimental group achieved higher results than their counterparts in the control group. Based on these findings it was recommended that emerging teaching strategies, such as the flipped classroom, be encouraged by higher authorities and professional institutions at all level of education.