Effect of Flipped Classroom on Classroom Environment in terms of Instructional Support and Innovation for Prospective Teachers

Abstract

The study aimed to investigate the effect of flipped classroom with reference to instructor support and innovation. Quasi experimental research design was employed. All the prospective teachers of Abdul Wali Khan University Mardan (AWKUM) were the population of the study. Forty-eight participants of an affiliated college of AWKUM were selected and divided into two groups. Two experienced teacher educators were assigned to teach the same content to experimental and control groups. Experimental group were taught while using flipped classroom strategy. On the other hand, the teacher for the control group employed traditional lecture method. Duration of intervention was eight weeks. Questionnaires were used to collect data at the end of treatment. Collected data was analyzed using independent t-test and tabulated accordingly. Cohen’s d was calculated to determine the effect size. Findings of the study revealed a statistically significant difference between the classroom learning environments of the two groups; flipped classroom students were more satisfied from the innovative classroom learning environment. It was recommended that emerging teaching strategies should be encouraged by the higher authorities and professional institutions at all levels of education.