TITLE:
Effectiveness of Flipped Learning Model (FLM) for Grade 11 Physics Classroom
AUTHORS:
Antoine Azzam
KEYWORDS:
Flipped Learning Model, Problem Solving Skills
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.9,
September
24,
2024
ABSTRACT: This action research investigates the impact of the flipped classroom model (FLM) on grade 11 students’ problem-solving competency in a physics classroom in a francophone school in Beirut during the winter of 2017. After interviewing the physics teacher and the school principal the issue of weakness in problem solving skill has been identified in one of grade 11 classrooms. As a second step, a flipped learning classroom has been designed and implemented as a remedy. Without comparing to a control group, the data has been collected using a pretest and posttest on the same classroom. After two weeks of intervention, results revealed an improvement in students’ problem solving at all cognitive levels. Wilcoxon rank sum test was used to check for significance difference between pretest and posttest. This nonparametric test was used because of the small sample size of population. However, despite the promising findings, such interpretation should be interpreted with caution and not generalized because of limitations such as time constraints and the small-scale of intervention. For further engagement in the FLM, it is recommended to integrate gamification strategies.