ANALYSING THE STUDENTS’ PERCEPTION TOWARDS A FLIPPED CLASSROOM APPROACH IN A MALAYSIAN PUBLIC UNIVERSITY

Abstract

The flipped classroom gives students instant access to video lectures, slideshows, and other educational resources via online learning platforms. Students will be more motivated to learn if they combine in-class activities with online learning experiences outside of the classroom rather than conventional instruction. The objective of this study was to investigate students’ perceptions towards the implementation of flipped learning in a Malaysian public university. 402 students participated in this study, and data were gathered through an online survey. The study's findings indicated that most students had positive perceptions of using flipped learning in their studies. The fact that students could watch the recorded videos repeatedly at their own pace was the main reason they preferred a flipped classroom. In particular, the majority of them stated that flipped learning increases learning effectiveness and encourages student motivation. This indicated that the vast majority of students reported being very engaged in the flipped classroom lesson. There are also significant differences between male and female students in that female students typically have more positive perceptions of the flipped classroom approach. In this study, it was claimed that the flipped classroom approach may be applied and employed in all components of teaching undergraduate students in higher education. In order to compare different approaches to flipped learning, future studies will need to look into how pretests and posttests are implemented in flipped classrooms.