New Pedagogies in Teaching and Learning

The learning environments of the students are ever-changing, and the teachers must adapt the best possible method of teaching to meet the students’ needs. Now-a-days new technologies are being introduced in the classroom to make the teaching-learning process more effective and interesting. The concept of flip teaching also called as flipped classroom is an online or offline teaching-learning process which has been recently implemented by educators to address the various issues that happened in traditional classroom. Flip teaching is a pedagogical method where the lecture and homework have been reversed. In this method of teaching, the practice problems normally completed at home are worked on in the classroom, and the direct instruction normally given during class time is given as homework through video lectures either online or offline. The time normally spent lecturing, is used for in-class activities, discussions, problems and group projects. This paper describes the effects of flip teaching on academic achievement and interest in physics among high school students. The objective of this study is to determine whether there is any significant difference in student achievement among high school students in physics as a result of implementing the flip teaching concept. This study also examined the enhancement of interest of high school students towards physics after the flip teaching concept was implemented. This study with the sample 40 high school students of control and experimental group which utilized a pretest-posttest equivalent group design. Mean scores of control and experimental group shows that there is a positive impact of flip teaching on student’s learning outcome as well as interest in physics. It was proved by the experimental group using post-test and delayed post-test. Educational implications, recommendations, and suggestions for future research studies were discussed in this paper.

In the MTL review 2010, oral communication is an important 21st century skill. Video is used as test stimulus as it can better portray real life situations and provide authentic contexts for oral conversation and discussion. From recent observations, students lack the confidence in speaking Malay Language and unable to comprehend on the video that they had watched during an oral interaction exam. The aim of this study is to scaffold P5 & 6 students in the oral interaction skills based on video stimulus. With the 21st century skills, the use of ICT will engage learners in their learning. Why are our students unable to give appropriate content and speak with confidence during oral exam? Will the use of ICT help students to speak and interact better? With the new oral exam format, pupils are required to express their thoughts on the video that they had watched and connect it with their personal experience.  However, they are not able to comprehend it. In addition, pupils also lack of word mastery and confidence in expressing their thoughts. This research adopted MOE Malay Language Curriculum Model Framework (2015) with emphasis on speaking and oral interaction skills. Edpuzzle and Flipgrid was used as the ICT teaching tools to enhance acquisition of speaking skills. One method to overcome this challenge is using the FLIP technique @Flipgrid classroom. The use of this technique will guide students to Fahami (F) which means understand, Luahkan (L) which means Express, Ingat (I) which means Remember and Pengajaran (P) which means Values learnt. Rubrics, checklist, pre-test and post-test were used as instruments for data collection and to check for students understanding.  The 2017 P5 result / P5 2018 pre-test & mid-year 2018/post-test result were used for data comparison. Students were able to speak better and gain confidence during Oral exam. There was an improvement from all students. The step-by-step scaffolding with the FLIP technique and use of ICT tools were able to guide students to express themselves better. Hence, the FLIP technique @Flipgrid classroom had been effective.

It is not uncommon for Mathematics teachers of secondary schools to lament over students’ inability to understand the lessons. Many schools have attempted to address this challenge by offering after-school remedial programs. In one of the top secondary schools in the Philippines, Grade 8 teachers attempted to supplement classroom instruction in selected topics in Algebra and Geometry in an effort to improve the students’ understanding of the lessons.

This study acknowledged the decreased tolerance of today’s young people for lecture-style delivery of lessons by utilizing the Flipped Classroom which has recently gained reputation as an educational methodology that is infused with technology. While this instructional strategy is typically employed to invert the traditional cycle of content acquisition and application, it was utilized in this study to supplement traditional classroom instruction in order to engage the students in the mastery of concepts and skills. Online lectures on Adding and Subtracting Rational Algebraic Expressions and Properties of Parallelograms and Properties of Quadrilaterals that are not Parallelograms were made available to the students and they were strongly encouraged to watch the prepared online videos which included a set of exercises for them to complete.

The aim of this study was to identify the perceived benefits and challenges associated with the Flipped Classroom as a strategy for engaging the students in the mastery of learning. Students from 15 classes where the Flipped Classroom was utilized and the teachers of these students were surveyed to investigate their perceptions of this instructional strategy, specifically in terms of how this supported student learning and what could be done to improve its implementation.

The findings suggest that the use of the Flipped Classroom to provide self paced instruction supports mastery learning for various reasons. It also indicates areas for improvement like the adoption of rules for flipping the classroom and some considerations that need to be made so that this strategy may serve as a more effective instrument for improving student learning.