Impact of Flip Teaching on High School Students’ Performance in Physics

Abstract

In response to new instructional challenges in education, flip teaching method become a widespread practice in schools, colleges and universities. In traditional approaches of teaching physics in high school students, mostly the teacher plays the role of providing information while the students act as passive listeners. Students need to be more actively engaged with the course material to maximize their understanding. Therefore, teachers who choose to utilize active learning methods in the classroom must find ways to ensure that all required course contents are delivered. Technology plays an important role in education for active learning and delivering the contents in an effective manner. This paper describes the impact of flip teaching on high school students’ performance in physics - remembering, understanding and analyzing. The objective of this study was to find out the effectiveness of flip teaching on performance of high school students in Physics. This is an experimental study, employed with the sample of 80 students of Grade IX, 40 students each were allocated for control group and experimental group. Pre-test scores of both the groups compared through t test, the obtained t values revealed that the two groups were equivalent at the entry point. After the intervention, post-test of both groups were analyzed using t test which revealed that the experimental group performed better than the control group in physics with regard to learning objectives remembering, understanding and analyzing. Mean scores of control and experimental group also shows that there is a positive impact of flip teaching on student’s performance in physics. Educational implications in the light of findings were also discussed in this paper.