Effect of Flipped Classroom Strategies on Active Learning-Based Outcomes in Educational Psychology for Trainee Teachers

Abstract

The present research attempted to find the effect of flipped classroom strategies on active learning-based outcomes in Educational Psychology among B.Ed. trainee teachers. Teachers have a vital role in inculcating information to numerous adherents of society. The current study conducted through a quasi-experimental design was adopted for this study.  66 first-year student-teachers were selected for the study. Both the experimental group and the control group of 33 B.Ed. trainee teachers were engaged. Some content-related videos were created by the investigator for educational purposes. Some YouTube videos and PPT were used, and written materials were also given. Active learning activities such as idea sharing, group concept mapping, argument by debate, solving problems, and group discussions were employed in class. The data were analysed using Mean, SD, and t-test. The findings suggested that (a) The outcomes of pupils taught using the traditional method and those based on active learning differed significantly. (b) In terms of the knowledge, understanding, and application objectives, there was a statistically significant difference between the mean scores of the Post-Test scores for the influence of the flipped classroom on the active learning-based outcome of the control group and experimental group. (c) There was a substantial difference in the means of the Pre-and Post-Test scores of the experimental group's successes in the flipped classroom on active learning-based outcomes in terms of knowledge, comprehension, and application outcomes.