Flipping Classroom to Improve Physics Teaching

This study aimed to improve the teaching of Physics topics using the Flipped Classroom. Students’ perception on the intervention as well as the change in students’ conceptual understanding after the intervention was explored. Quasi-experimental design was used. The participants in this study, two Grade 9 high school classes, were purposively chosen and were assigned to the treatment and the control groups. Flipped Classroom was implemented in the treatment group while the traditional method was used in the control group. Students’ perception on the implementation of the Flipped Classroom was gathered using group interview while conceptual understanding before and after the intervention was measured using EMCS. After the intervention, the students have expressed positive feedbacks on the utilization of technology and provision of various activities in the classroom. It is also revealed that there was a significant improvement on the conceptual understanding of the students in both control and treatment groups. However, it is noted that the student in the treatment group has significantly higher gain scores. Results revealed that Flipped Classroom yielded a positive impact on the students’ understanding. Moreover, it improved the teaching practice in general. This research may contribute not only in the area of physics education but on the entire field of education as well. The number of respondents used and time of implementation limits the generalizability of the findings. However, this study can be a basis on the possible impact of active learning and use of educational technology on students understanding and perceptions and attitude towards learning.