MHPZ1113 – Language Teaching Principles and Practices

Assignment 3

Lecturer: Dr Mahani Stapa

Name: Muhammad Aniq Najat b Azman - MHP232005
Part I : Summary of the article

The article "Performance and Perception in the Flipped Classroom" by Blair,

Maharaj, and Primus, published in Educational Information Technology (2016),
critically examines the implementation of the flipped classroom model in a Material
Technology course at the University of the West Indies. The study's primary
objectives are to assess the impact of this pedagogical approach on student learning
outcomes and perceptions, particularly in comparison to traditional teaching
methods. The researchers aim to understand if the flipped classroom leads to
improved exam performance and how it influences students' views on the learning
experience. They intend to contribute to the broader conversation about the
effectiveness of flipped classrooms in higher education, especially in the context of
technology-enhanced learning environments.

The research methodology of the study "Performance and Perception in the

Flipped Classroom" is detailed and multidimensional. It involves a comparative
analysis of traditional and flipped classroom models in a Material Technology
course. The methodology encompasses:

 Performance Data Analysis: This includes an examination of course grades to

assess and compare student performance in both traditional and flipped
classroom settings. The study also contextualizes the course grades in
relation to other university courses and examines attendance data to explore
its correlation with exam success.
 Perception Data Collection: The researchers gathered student perceptions
through course evaluation questionnaires. These evaluations included both
quantitative measures, using Likert-type questions, and qualitative feedback
through open-ended questions. This allowed for a comprehensive
understanding of student attitudes towards the course and teaching
methods.
  Lecturer’s Reflective Data: The lecturer’s reflective comments and
observations before and after the implementation of the flipped classroom
provided crucial insights into the pedagogical shifts and their impacts.

This robust methodology aims to provide a holistic understanding of the

implications of the flipped classroom model on both student performance and
perceptions. By triangulating data from different sources, the study seeks to offer a
more nuanced and reliable evaluation of the flipped classroom approach in an
educational setting.

The findings of the study "Performance and Perception in the Flipped

Classroom" present a multifaceted picture. Quantitatively, the flipped classroom
showed a minor decrease in the pass rate compared to the traditional format, with a
slight reduction in high-level marks achieved by students. However, this shift did not
significantly impact the overall exam performance. Qualitatively, the students'
perceptions of the course improved under the flipped classroom model.

The implications of this study extend beyond the immediate context, offering
valuable insights for English language teaching and learning. It highlights the
potential benefits and limitations of the flipped classroom model, particularly in
engaging students and enhancing their learning experience. However, it also
underscores the need for a balanced approach in pedagogical design, considering
both student engagement and measurable academic performance. These findings
contribute to a growing body of research on innovative teaching methods, informing
educators and policymakers about the practical application of flipped classrooms in
diverse educational settings.

Part II – Reflection

Reflecting on the article "Performance and Perception in the Flipped

Classroom," it significantly enriched my understanding of this innovative teaching
model. Previously, I perceived the flipped classroom as a universally effective
approach for enhancing student engagement and learning outcomes. However, the
article's nuanced findings, particularly the lack of substantial improvement in exam
performance, have prompted me to reassess this view. It highlighted the complexity
of educational methodologies and the importance of evaluating both student
perceptions and academic achievements. This new perspective urges a more critical
and balanced approach to adopting such pedagogical innovations in educational
settings.

The article altered my perspective on the effectiveness of the flipped

classroom model. Initially, I believed this approach to be a comprehensive solution
for enhancing student engagement and academic performance. However, the
study's findings, particularly the minimal impact on exam scores, suggest a more
complex scenario. It underscores that while student perceptions may improve, this
does not necessarily translate into higher academic achievement. This insight has
led me to reevaluate the efficacy of flipped classrooms and the need for a
multifaceted approach in educational strategies.

The article left me with several questions and highlighted critical issues that
warrant further exploration:

 Long-term Impact: The effectiveness of the flipped classroom in fostering

long-term knowledge retention remains unclear. Further research could
explore whether this approach leads to sustained academic performance
over time, beyond immediate examination results.
 Diverse Learning Styles: The study does not address how different learning
styles, such as visual or auditory learners, interact with the flipped
classroom. Investigating this could provide insights into customizing teaching
methods to accommodate diverse student needs.
 Teacher Preparation: The role of teacher expertise and training in
implementing flipped classrooms is an important aspect. There's a need to
examine how teacher preparedness affects the success of this model.
 Technology Dependency: The reliance on technology in flipped classrooms
raises questions about its feasibility for students with limited access. Further
studies could explore alternative strategies for such scenarios.
 Reflecting on this article resonates with past readings on educational
methodologies, particularly those exploring active learning and technology
integration in classrooms. It recalls discussions about the evolving dynamics of
teacher-student interactions and the continuous search for optimal teaching
strategies. The article aligns with the concept that educational success is not
only measured by exam scores but also by student engagement and perception,
an idea often emphasized in contemporary educational literature. This synergy
between past readings and the article's findings underscores the complexity and
multifaceted nature of educational strategies, reinforcing the need for ongoing
research and adaptation in teaching methodologies.

Regarding the question of whether the article "Performance and Perception

in the Flipped Classroom" aligns with or contradicts my past reading experiences,
the article both aligns with and challenges various aspects of educational research I
have encountered. It agrees with the notion that innovative teaching methods, like
the flipped classroom, can enhance student engagement, a theme prevalent in
modern pedagogical literature. However, it also presents a more nuanced view of
the impact on academic performance, which contrasts with some readings that
unequivocally endorse flipped classrooms for their ability to improve academic
outcomes.

Considering the findings of the article, I would cautiously integrate aspects of

the flipped classroom model into my teaching, particularly to enhance student
engagement. The article's insights into improved student perceptions of learning are
compelling, suggesting that flipped classrooms can foster a more interactive and
engaging learning environment. However, the lack of significant improvement in
academic performance as highlighted in the study indicates that this approach
should be complemented with other teaching strategies to ensure comprehensive
educational outcomes. The article encourages a balanced and reflective approach to
pedagogical innovations, aligning with a prudent and adaptable teaching philosophy.
References.

Blair, E., Maharaj, C., & Primus, S. (2016). Performance and Perception in the

Flipped Classroom. Education and Information Technologies, 21(6), 1465–

1482. https://eric.ed.gov/?id=EJ1111504